FLOYD COUNTY SCHOOLS’ CURRICULUM RESOURCES “Building a...

Throughout the year and during the course of each unit, the following standards should be embedded daily building on the complexity of each standard – for example, #L1b. begins with simple sentences, progresses through compound and complex sentences, until mastery of compound-complex sentences to signal differing relationships among ideas – (possibly in the forms of P.O.D., bell work/exit slips, editing/revising writing stages, mini-tasks, or review lessons): The highlighted areas show importance in Vocabulary standards for 7th grade daily studies.

Language Standards Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or

phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a

word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,

condescending).

FLOYD COUNTY SCHOOLS’ CURRICULUM RESOURCES

“Building a Better Future for Every Child - Every Day!” 2014-2015

Subject Content: ______ELA______________________________Grade _____7__________

Throughout the year and during the course of each unit, the following standards should be embedded daily (using formative assessment strategies, classroom activities, grouping, role-play, tracking sheets, student self-evaluation checklists, various discussion methods, student-generated questions, journaling, reflection notebooks, critiquing, student debates, student speeches, student-created audio/visuals, etc.):

Speaking and Listening Standards Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion

back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Throughout the year and during the course of each unit, the following standards should be embedded using the writing process steps, conferencing techniques (student-teacher and peer-partnering), on-demand tasks, and constructed response (short and extended) assessments:

Writing Standards Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others,

including linking to and citing sources.

***LEARNING TARGETS FOR ALL THE ABOVE ONGOING STANDARDS CAN BE ACCESSED THROUGH KDE WEBSITE*** http://education.ky.gov/curriculum/ELA/Pages/ELA-Deconstructed-Standards.aspx

http://education.ky.gov/curriculum/ELA/Pages/ELA-Deconstructed-Standards.aspx

Weeks 1 – 6 Unit 1 Topic: Reflection on the Narratives

Historical Connections to Literature

Kentucky Core Academic Standards Focus: “I CAN” STATEMENTS

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can analyze what a text says explicitly (right there).

I can formulate inferences (guesses based on reading) from textual evidence (word for word support).

I can cite resources that support analysis of a text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

I can determine a central idea or theme (overall message or lesson) of a text.

I can analyze the development of a theme or central idea over the course of a text (contributing key events).

I can provide an objective summary (key points without adding own opinion) of a text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

I can analyze how elements (e.g., plot, character, setting) of a story or drama interact (work together or affect one another).

I can analyze how a change in one element shapes another.

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

I can analyze the effects of various medium techniques on written text (stories, dramas, poems).

I can analyze the effects of various medium techniques on audio, film, stage, or multimedia.

I can determine similarities of text (story, drama, poem) to media (audio, film, stage, multimedia).

I can determine the differences of text (story, drama, poem) to media (audio, film, stage, multimedia).

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

I can define historical fiction (fictional story set in the past).

I can identify a time, place, or character from history portrayed in an historical account in a fictional text.

I can compare and contrast an historical account of a time, place, or event with that of a fictional account to see how authors sometimes alter or change history in a literary text.

I can analyze how authors use or alter historical facts to develop their own fictional stories.

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can analyze several pieces of text to determine what it explicitly (right there) says.


I can cite resources that support analysis of a text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

I can analyze the development (makes known) of two or more central ideas (main points) over the course of the text.

I can provide an objective summary (key points without adding own opinion) of the text.

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3 (a): Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3 (b): Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3 (c): Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.7.3 (d): Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3 (e): Provide a conclusion that follows from and reflects on the narrated experiences or events.

I can write a narrative to develop real or imagined experiences or events.

I can engage the reader by establishing a context and point of view.

I can use techniques such as dialogue, pacing, and description to develop experiences, events, and characters.

I can use a variety of transitions to convey sequence and signal shifts.

I can use appropriate, precise, descriptive sensory language.

I can lead to a reflective conclusion.

W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (a): Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

I can draw evidence from key ideas and details as support for research.

I can analyze key ideas and details in a text as evidence for support understanding of text.

I can reflect on key ideas and details in a text as evidence for support understanding of text.

I can draw upon key ideas and details as support for research.

CURRICULUM CURRICULUM

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Identify Sub-Topics

Historical Fiction Literary Elements

Identify Sub-Topics

Theme Objective Summary

Identify Sub-Topics

Character Development Historical Setting

Identify Sub-Topics

Internal/External Conflict Main Idea

Identify Sub-Topics

Central Ideas Points of View

Identify Sub-Topics

Writing Process Narrative Writing

G.U.M. Review: G.U.M. Review: G.U.M. Review: G.U.M. Review: G.U.M. Review: G.U.M. Review:

Capitalization Punctuation Parts of Speech Comma to Separate Coordinate Adjectives

Context Clues for Word or Phrase Meaning

Greek/Latin Affixes and Roots

I CAN STATEMENTS:

I can analyze how elements (e.g., plot, character, setting) of a story or drama interact (work together or affect one another). I can analyze how a change in one element shapes another. I can analyze the effects of various medium techniques on written text (stories, dramas, poems). I can analyze the effects of various medium techniques on audio, film, stage, or multimedia. I can determine similarities of text (story, drama, poem) to media (audio, film, stage, multimedia). I can determine the differences of text (story, drama, poem) to media (audio, film, stage, multimedia).

I CAN STATEMENTS:

I can determine a central idea or theme (overall message or lesson) of a text. I can analyze the development of a theme or central idea over the course of a text (contributing key events). I can provide an objective summary (key points without adding own opinion) of a text.

I can compare and contrast historical portrayal of a time, place, or character (person) in an historical account to how each are portrayed or altered in a literary work. I can analyze key ideas and details in a text as evidence for support understanding of text. I can reflect on key ideas and details in a text as evidence for support understanding of text.

I CAN STATEMENTS: I can define historical fiction (fictional story set in the past). I can identify a time, place, or character from history portrayed in an historical account in a fictional text. I can compare and contrast an historical account of a time, place, or event with that of a fictional account to see how authors sometimes alter or change history in a literary text. I can analyze how authors use or alter historical facts to develop their own fictional stories.

I can draw evidence from key ideas and details as support for research. I can analyze key ideas and details in a text as evidence for support understanding of text. I can draw upon key ideas and details as support for research.

I CAN STATEMENTS:

I can analyze what a text says explicitly (right there). I can formulate inferences (guesses based on reading) from textual evidence (word for word support). I can cite resources that support analysis of a text. I can analyze several pieces of text to determine what it explicitly says. I can determine similarities of text (story, drama, poem) to media (audio, film, stage, multimedia). I can determine the differences of text (story, drama, poem) to media (audio, film, stage, multimedia).

I CAN STATEMENTS: I can determine a central idea or theme (overall message or lesson) of a text. I can analyze the development (makes known) of two or more central ideas (main points) over the course of the text. I can provide an objective summary (key points without adding own opinion) of the text. I can analyze how elements of a story or drama interact. I can reflect on key ideas and details in a text as evidence for support understanding of text.

I CAN STATEMENTS:

I can write a narrative to develop real or imagined experiences or events. I can engage the reader by establishing a context and point of view. I can use techniques such as dialogue, pacing, and description to develop experiences, events, and characters. I can use a variety of transitions to convey sequence and signal shifts. I can use appropriate, precise, descriptive sensory language. I can lead to a reflective conclusion.

Critical Vocabulary Elements of Story

Character (Minor/Flat)

Protagonist Antagonist

Setting Point of View

Third-Person Omniscient Third-Person Limited

Plot Development Conflict Tension

Critical Vocabulary Active Listener

Historical Fiction Characterization

Monologue Plot Connection

Setting Connection Historical Theme

Central Idea Objective View

Climax Myth/Legend/Fable

Trickster Tale Allegory

Critical Vocabulary Character Trait

Dialogue Dialect

Vernacular Dialect Slang

Jargon Lingo

Setting (historical) Narrator

Ballad Primary Source

Secondary Source Knowledge Base

Critical Vocabulary Character Development

Narrative Nonfiction [Biography, Memoir,

Autobiography, Essay] Implied Main Idea

Key Ideas Supporting Details

Fact vs. Opinion Internal/External Conflict

Critical Vocabulary Voice/Tone/Mood

Literary Techniques Folktale

Sensory Details Main Idea

Relevant Detail Irrelevant

Personal Narrative Descriptive Language

Pacing Talk Show

Oral Tradition

Critical Vocabulary Sequencing

Transitions (words, phrases, clauses)

Precise Words Redundancy

Extraneous Information Narration

Illustration Purpose

Audience Composition Structure

Anecdote Feedback

Suggested Strategies/Activities

Establish rules, routines and procedures that promote learning, order, and behavior.

Discuss guidelines for discussion and peer or group work.

Define narrative (KCAS Appendix A) and discuss the various forms of narratives (personal, fictional story, memoirs, anecdotes, autobiographies).

Model use of a literacy notebook to collect “seeds” for narrative writing.

Review elements of a story or drama.


Reinforce routines and procedures established and reflect on how these support a learning community.

Introduce the structure of a reader’s/writer’s workshop.

Review central idea and identifying supporting details, and how to recognize themes.

Discuss the writer’s craft and recognizing the distinguishing features of historical fiction.

Compare and contrast characters


Continue to reinforce routines and procedures established and reflect on how they support building a safe and respectful learning community.

Engage students in establishing the criteria for effective notebook entries.

Discuss literary criticism and share a student model of a narrative essay.

Analyze and compare time periods (e.g., medieval and modern ballads) to discuss time, place, or character that is


Model identifying key ideas about individuals, events, and ideas stated in a text

Read and discuss the short story “Amigo Brothers” then have students analyze how the author Piri Thomas uses particular elements of a story (e.g., plot and setting) to resolve internal and external conflicts in his story.

Use the same story to teach a mini-lesson on interpretation of analogies.

Have student partners read an article about


Peer partners practice identifying two or more central ideas of a text

Share models of narrative text (real or imagined) and written objective summaries.

Read and discuss “Names/Nombres” then have students provide an objective summary of Julia Alverez’s essay (analyzing how the central idea that our names are an important part of our identity is conveyed through supporting ideas and developed over the course of the text). Also, have


Use mini-lessons to teach elements of narrative writing and show how technology can enhance this process http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html

Students write a narrative essay

Model exemplar narratives (KCAS Appendix B & C).

Review using a variety of transitions to move events along and to signal shifts

Use “Bums in the Attic” from The House on Mango

http://www.readwritethink.org/classroom-resources/student-interactives/profile-publisher-30067.html





Use “Identifying Character Traits” lesson from ReadWriteThink.org

Read “Seventh Grade” by Gary Soto and model Read Alouds/ Think Alouds to make thinking visible and build conversation relationships with and among students. Have student pairs read “Oranges” by Gary Soto and answer questions about author’s technique. Then have students write an essay discussing the central idea of both texts and focusing on how the writer’s use of imagery and language helps the reader experience each situation.

Use Socratic Circles to have students work collaboratively in pairs or small groups during class discussion on “Thank You Ma’am” short story.

Discuss the use of Graphic Organizers as tools for learning. Then watch Literature in Performance video of “Thank You Ma’am” and have students

from historical fiction (e.g, Crispin: The Cross of Lead, A Single Shard, Good Masters! Sweet Ladies! Voices from a Medieval Village, or The Midwife’s Apprentice) and nonfiction texts (e.g., Joan of Arc or The Medieval World).

While reading, have students write a journal response to the questions: “Are characters born brave, or is courage developed by facing fears?” and “How does an author develop memorable characters?” Tell them to justify responses with specific information from the text.

Class discussion (difference between subjective and objective summaries, development of an objective summary)

Use the “Somebody Wanted, But So” summarization strategy to guide the process.

Discuss elements of

portrayed in an historical account and a fictional work http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-comparing-medieval-modern-1097.html

Discuss the text structure of cause and effect. Divide a historical fiction (e.g., “A Crown of Wild Olive”) into sections and assign to small groups. Ask each group to read their section, identify the cause and effect, and construct a Cause-Effect flow chart to post and share their conclusions with the class.

Read “Passing on the Flame” web article and ask questions that connect the history to “A Crown of Wild Olive” story.

After reading and discussing “A Crown of Wild Olive” have students write an essay based on this question, “How do authors of historical fiction make their

the dangers of kids boxing then compare the two texts and author point of view.

Conduct reading conferences http://www.youtube.com/watch?v=AqqsZRA503o&feature=related

Use the “Fishbowl” strategy to discuss various points of view in a narrative assigned for reading

Do an author study of O. Henry (discussing his surprise endings) and read “A Retrieved Reformation” then discuss the significance of falling action in a plot. Have students recognize the influence of the author’s background.

Watch Literature in Performance video “Jimmy Valentine” and compare to the written story.

Read O. Henry’s After 20 Years and have students cite explicit textual evidence as well as draw inferences about Jimmy and “Silky” Bob to support their analysis of the decisions the

students explain how Julia Alvarez’s choice of words develops her point of view in her essay.

Read Ashputtle and have students produce a Talk Show where each character gives an opinion on the topic and explanation of the results of his or her interactions (the audience should challenge or offer advice and perspective).

Watch a film clip of a Cinderella story version http://www.youtube.com/watch?v=tNCzXilo9SQ or http://www.youtube.com/watch?v=Op1D5JOIT_w or http://www.youtube.com/watch?v=NEMN6

vbSeBY then have students compare and contrast with the above folktale.

Have students choose a text version of the Cinderella story from a different country http://www.pitt.edu/%7Edash/type051

Street (McDougal, page 105) to discuss the purpose of anecdotes in writing.

Students write their own “Character with Character” story focusing on another time period and the elements learned in this unit. Give option to add visual aids or illustrations to the completed story.

Use constructive criticism during teacher/student conferences to help students begin self-assessing their progress and setting goals.

Demonstrate how to conduct appropriate Peer Conferences.

Use feedback for Self-assessment and revising/editing drafts.

Have students share narratives in small groups.

Publish blogs to class webpage.

Read the short story or play “Rikki Tiki Tavi” and review the elements of a narrative and discuss

http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-comparing-medieval-modern-1097.html






http://www.youtube.com/watch?v=AqqsZRA503o&feature=related



http://www.youtube.com/watch?v=tNCzXilo9SQ



http://www.youtube.com/watch?v=Op1D5JOIT_w



http://www.youtube.com/watch?v=NEMN6vbSeBY



http://www.pitt.edu/~dash/type0510a.html


use a Venn diagram to compare the two version of the story.

After reading “Thank You Ma’am”, read “Mother to Son” (http://www.poemhunter.com/best-poems/langston-hughes/mother-to-son) and have students write a comparison essay about the lessons learned in both texts. Tell students to begin by stating one lesson learned from each text, then explain how these are similar and different, and cite evidence from both texts to support their response.

Use picture books with response journals.

Vocabulary strategies (e.g., personal dictionary, learning logs, vocabulary journals, comic strip creations).

Demonstrate how to use Word Maps. http://www.readwritethink.org/classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html

Develop reading plans for

myths, legends, fables, trickster tales, and folklore (e.g., Prometheus; Theseus and the Minotaur; Ant and the Grasshopper; Waters of Gold; Narcissus)

Read and compare alternate point of view (The True Story of the Three Little Pigs, The Tortoise and the Hare Continued, etc.)

Watch a video production of the myth “King Midas and the Golden Touch” http://www.youtube.com/watch?v=y1CmVmslJ18

Read and discuss the inferred moral of a modern fable (e.g., “The Richer, the Poorer”) then have students compare and contrast the two sisters using a Venn diagram and cites evidence that supports the moral.

Choose a monologue or dialogue (e.g., from Good Masters! Sweet Ladies! Voices from a Medieval

characters believable?” Cite specific evidence from the text to support responses.

Analyze key ideas and details in a text as evidence for support of understanding (e.g., from “Boy: Tales of Childhood”; from “Knots in My Yo-Yo String”; from “An American Childhood”)

Provide opportunities for group discussion

Class discussion using picture books (such as Sundiata: Lion King of Mali) of how epic poems capture characters

View a primary source document (e.g., the Luttrell Psalter manuscript)

http://www.learner.org/interactives/middleages/resources.html

Use research to reflect historical periods through art and music http://www.metmuseum.org/collections/search-the-collections?ft=arms+an

characters made.

Have a student volunteer look up and share information on “The Guilded Age” and tell students to write a journal response for the story connection to history.

Watch “Hearts and Hands” by O. Henry then discuss http://www.online-literature.com/o_henry/1019/

Role-play events or scenes.

Use Graphic organizers http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html

Journal responses

Teach language standards in context using mentor texts.

Vocabulary strategies http://www.readwritethink.org/classroom-resources/lesson-plans/spell-word-prefix-without-399.html

Bell work for language skills (e.g., Mon-Thurs use G.U.M. and on Fri give a paragraph to edit/revise)

Help students

0a.html to compare with the story they are familiar with from Disney Productions

Discuss the variety of techniques used to engage the reader and establish context (foreshadowing, figurative language, characterization, repetition, plot development, symbolism, theme)

Review sensory details that help readers visualize or sense the action

Demonstrate how authors use dialogue, pacing, and description to develop events and characters

Compare and contrast relevant vs. irrelevant details developing experiences, events, and characters

Student planning

Vocabulary strategies

Bell work for language skills (e.g., Mon-Thurs use G.U.M. and on Fri

personification.

Watch “Rikki Tiki Tavi” YouTube video and compare versions of the story: http://www.youtube.com/watch?v=0CrEX4MxAzA

Read the companion text “The Dinner Party” by Mona Gardner http://my.hrw.com/support/hos/hostpdf/host_text_103.pdf for comparison of topic by different authors.

Read informational texts “Primal Compassion” (McDougal, pg. 138-141) and discuss the difference between subjective and objective point of view, then read http://www.wildwatch.com/living_library/mammals-2/mongooses and watch the video clip http://www.youtube.com/watch?v=AEy0Mcz

VGg0 about the mongoose and discuss how the authors use facts to create fiction assessing evidence to

http://www.poemhunter.com/best-poems/langston-hughes/mother-to-son




http://www.readwritethink.org/classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html






http://www.youtube.com/watch?v=y1CmVmslJ18






http://www.metmuseum.org/collections/search-the-collections?ft=arms+and+armor




http://www.online-literature.com/o_henry/1019/



http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html





http://www.readwritethink.org/classroom-resources/lesson-plans/spell-word-prefix-without-399.html






http://www.youtube.com/watch?v=0CrEX4MxAzA



http://my.hrw.com/support/hos/hostpdf/host_text_103.pdf



http://www.wildwatch.com/living_library/mammals-2/mongooses



http://www.youtube.com/watch?v=AEy0MczVGg0



independent reading http://www.readwritethink.org/classroom-resources/lesson-plans/developing-reading-plans-support-836.html

Bell work for language skills (e.g., Mon-Thurs use G.U.M. and on Fri give a paragraph to edit/revise).

Most of us have had to be courageous at some point in our lives to accomplish a goal or overcome an obstacle. Often we are faced with tasks that seem impossible. Write a narrative essay about a time that you showed courage, about something you were able to accomplish that you first thought would be impossible, or tell about a goal you tried to achieve. Use details and examples to explain what problems you had to overcome, obstacles you faced, how you showed courage in dealing with the situation, and the outcome.

Village) to present a scene for a dramatic reading

Read the legend “Young Arthur” and have student write monologues (e.g., from the tournament scene)

http://www.historyforkids.org/learn/medieval/index.htm

Vocabulary strategies http://www.readwritethink.org/classroom-resources/lesson-plans/flip-chip-examining-affixes-253.html

Bell work for language skills (e.g., Mon-Thurs use G.U.M., Fri give a paragraph to edit/revise)

d+armor And http://art.thewalters.org/detail/3417/childs-suit-of-armor/

Create a family Coat of Arms Shield

Vocabulary strategies http://www.readwritethink.org/classroom-resources/lesson-plans/improve-comprehension-word-game-1042.html


conceptualize main idea http://www.interventioncentral.org/ academic-interventions/reading- comprehension/ question-generation

Everyone goes through changes. Think about a personal experience or an experience you have read about, watched on television, or seen in a movie. Why did this change occur and how did it affect the person's life? Write a narrative in which you describe a change a person experienced in his or her life.

give a paragraph to edit/revise)

Characters respond to challenges differently based upon the circumstances and their own personal motivations, strengths, and weaknesses. Consider two different characters from a story (or stories) you have read. What challenges did these characters face? How did they respond to these challenges? In a well-developed essay, compare and contrast how these two characters responded to the challenges they faced. Make sure to include specific details and examples from the text(s) to support your interpretation.

support claims and assertions.

Use a variety of Vocabulary strategies

Make personal dictionaries for Greek and Latin Affixes and Roots: http://wordinfo.info/units

Discuss sentence development and revision: http://greatsentences.blogspot.com/p/structurelength.html


Balanced Assessment: Formative

Class Discussion

Story Mapping


Class Discussion

Venn Diagram


Class Discussion

Graphic Organizers


Fishbowl Discussion

SRE Charts


Class Discussion

Graphic Organizers


Class Discussion

QAR Charts

http://www.readwritethink.org/classroom-resources/lesson-plans/developing-reading-plans-support-836.html






http://www.readwritethink.org/classroom-resources/lesson-plans/flip-chip-examining-affixes-253.html







http://art.thewalters.org/detail/3417/childs-suit-of-armor/



http://www.readwritethink.org/classroom-resources/lesson-plans/improve-comprehension-word-game-1042.html






http://www.interventioncentral.org/

http://www.interventioncentral.org/

http://wordinfo.info/units

http://wordinfo.info/units

http://greatsentences.blogspot.com/p/structurelength.html



Worksheets

Vocabulary Journals

Literacy Notebooks

Socratic Circles

Word Maps

Quiz

Comic Strip

Summative

Multiple Choice

Short Answer

Extended Constructed Response

Common (PLC Teams will design the common

assessments, i.e., grade level, and/or depts.)

Worksheets

Journals

Personal Dictionaries

Literature Circles

Word Maps

Quiz

Exit Slips

Summative

Multiple Choice

Short Answer


Common (PLC Teams will design the common assessments, i.e., grade level, and/or depts.)

Worksheets

Journals


Literature Circles

Word Maps

Quiz

Dramatization w/script

Summative

Multiple Choice

Short Answer


Common (PLC Teams

will design the common assessments, i.e., grade

level, and/or d epts.)

Worksheets

Quick Writes


Performance Task

Word Maps

Quiz

Exit Slips

Summative

Multiple Choice

Short Answer


Common (PLC Teams will

design the common assessments, i.e., grade

level, and/or depts.)

Writing Drafts

Journals


Literature Circles

Word Maps

Exit Slips

Summative

Multiple Choice

Short Answer


Common (PLC Teams



Exit Slips

Greek/Latin Journals


Peer Conference Sheets

Word Maps

Reflective Essay

Summative

On-demand

Published Narrative

G.U.M. Test

Vocabulary Test Common (PLC Teams will



Resources Needed

McDougal Literature (p. 20-26, 29-36)

Common Core Standards Unit Maps

ReadWriteThink.org website (lesson plans and student interactives)

Various reading material (historical fiction)

Reference Materials

Graphic Organizer Templates

Marzano’s Vocabulary Instruction That Works

Resources Needed

McDougal Literature (p. 706-707, 310-315, 800-803, 804-809, 812-817, 828-831, 316-322, S4-S17 & 832-835)



Various reading material (historical fiction)

Marzano’s Vocabulary Instruction That

Resources Needed

McDougal Literature (p. 533, 573, 381, 75-79, 708-731)



Various reading material (historical fiction /nonfiction)


Zaner-Bloser G.U.M. (Daily Bellwork)

Resources Needed

McDougal Literature (p. 150-153, 154-161, 175, 163-171, 176, 361-373, 398)



Various reading material (historical fiction/nonfiction)

Computers/Internet access


Resources Needed

McDougal Literature (p. 37-44, 818-825, 872)






Resources Needed

McDougal Literature (p. 178-182, R34-R46, 121-137)





Class Webpage



“You’re the Teacher” CD Editing

Words of the Day and Test Prep Question of the Day http://tv.nytimes.com/learning/students/index.html

Class sets of young adult literature with teaching materials (Louisville Free Public Library) http://www.lfpl.org/

http://www.wordle.net/

http://www.literacy-builders.com/component/content/article/237-literacy-a-z/228-writers-notebook-literacy-a-z

http://www.readwritethink.org/professional-development/professional-library/multiple-texts-multiple-opportunities-30481.html

http://www.englishcompanion.com/classroom/notemaking.htm

http://www.youtube.com/watch?feature=endscreen&NR=1&v=j_PQs3kzXoM

http://www.corndancer.com/tunes/tunes_print/soccirc.pdf

Works



http://www.themiddleages.net

http://www.learner.org/interactives/middleages/index.html


http://www.themiddleages.net/people/king_arthur.html

http://www.litcircles.org/

http://lrs.ed.uiuc.edu/students/mmarassa/mythology/echo.html

http://olc.spsd.sk.ca/de/pd/instr/strats/discussion/







Fishbowl Strategy http://www.peterpappas.com/files/fishbowl-discussion-3.pdf



Works



Fishbowl Strategy http://www.peterpappas.com/files/fishbowl-discussion-3.pdf



Works



http://www.timeforkids.com/homework-helper/a-plus-papers

http://wordinfo.info/


Read-Aloud Plays: Classic Short Stories by Scholastic

http://www.education.ky.gov/kde/instructional+resources/high+school/english+language+arts/writing/literacy+link+newsletter.htm

http://tv.nytimes.com/learning/students/index.html



http://www.lfpl.org/


























http://www.themiddleages.net/

http://www.themiddleages.net/

http://www.learner.org/interactives

http://www.learner.org/interactives




















http://www.peterpappas.com/files/fishbowl-discussion-3.pdf

























Weeks 7 - 12

Unit 2 Topic: Study of Character Examining Those Who Persevered in Challenging Circumstances

Kentucky Core Academic Standards Focus:

“I CAN” STATEMENTS


I can analyze how elements of a story or drama interact.


RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I can explain why authors choose different points of view in a text.

I can contrast different points of view of different characters or narrators in a text.

I can analyze how the author develops points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.

Suggested Independent Readings: Little Women, The House on Mango Street, The Prince and the Pauper, The Great Fire, Fahrenheit 451






RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


I can provide an objective summary of the text.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

I can define point of view as how the author feels about the texts.

I can determine the author’s point of view or purpose of a text.

I can identify details or examples in a text where the author develops his/her point of view or the purpose of the text.

I can explain how the author conveys his/her point of view throughout the text.

I can distinguish between the author’s point of view and those of others mentioned or implied in the text.

I can contrast how the author distinguishes his/her position from that of others.

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

I can identify argument and claims in a text.

I can identify the side of an argument an author presents in a text.

I can define relevant evidence, sufficient evidence, and sound reasoning.

I can identify claims that are supported by fact(s) and those that are opinion(s).

I can trace the argument and specific claims throughout a text.

I can assess the relevance, sufficiency, or soundness of evidence used to support claims in a text.

I can evaluate the argument and specific claims in a text.

W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

W.7.1 (a): Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1 (b): Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or

I can produce an argument (answer) to support claims with textual evidence.

I can introduce claims and acknowledge opposing or alternate claims that are logically organized.

I can support claims with logical reasoning and relevant evidence.

I can cite credible and accurate sources of information.

text.

W.7.1 (c): Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W.7.1 (d): Establish and maintain a formal style.

W.7.1 (e): Provide a concluding statement or section that follows from and supports the argument presented.

I can use words, phrases, and clauses to create cohesion and clarify relationships.

I can establish and maintain a formal style.

I can provide an appropriate concluding statement that follows from and supports the argument presented.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

I can select appropriate sources of information to answer a question.

I can determine relevant and irrelevant information from sources to answer a question.

I can formulate focused questions from sources of information for further research and investigation.

I can conduct steps for research to answer a question.

I can generate additional related, focused questions for further research and investigation.

I can apply several sources to conduct short research projects that answer a question and generate additional questions for further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

I can assess the credibility and accuracy of sources.

I can quote or paraphrase the data and conclusions of others avoiding plagiarism.



Identify Sub-Topics

Relationship Between Elements

Novel Study

Identify Sub-Topics

Developing Central Ideas

Novel Study

Identify Sub-Topics

Poetry and Nonfiction Point of View Novel Study

Identify Sub-Topics

Research Project Novel Study

Identify Sub-Topics

Argumentative Essay Novel Study

Identify Sub-Topics

Speech/Debate Novel Study

G.U.M. Review: Spelling Rules

G.U.M. Review: Multiple-Meaning Words

G.U.M. Review: Homophones

G.U.M. Review: Denotations Connotations

G.U.M. Review: Word Relationships Synonyms/Antonyms

G.U.M. Review: Word Relationships Analogies

I CAN STATEMENTS:

I can analyze how a change in one element shapes another. I can analyze how

I CAN STATEMENTS:

I can analyze the development of two or more central ideas over the course of a text.

I CAN STATEMENTS:

I can define point of view as how the author feels about the texts. I can determine the

I CAN STATEMENTS:

I can identify argument and claims in a text. I can identify the side of an argument an author

I CAN STATEMENTS:

I can conduct steps for research to answer a question. I can select appropriate

I CAN STATEMENTS:

I can produce an argument (answer) to support claims with textual evidence.

elements of a story or drama interact. I can explain why authors choose different points of view in a text. I can contrast different points of view of different characters or narrators in a text. I can analyze how the author develops points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.

I can provide an objective summary of the text. I can define historical fiction (fictional story set in the past). I can identify a time, place, or character from history portrayed in an historical account in a fictional text. I can compare and contrast an historical account of a time, place, or event with that of a fictional account to see how authors sometimes alter or change history in a literary text.


author’s point of view or purpose of a text. I can identify details or examples in a text where the author develops his/her point of view or the purpose of the text. I can explain how the author conveys his/her point of view throughout the text. I can distinguish between the author’s point of view and those of others mentioned or implied in the text. I can contrast how the author distinguishes his/her position from that of others.

presents in a text. I can define relevant evidence, sufficient evidence, and sound reasoning. I can identify claims that are supported by fact(s) and those that are opinion(s). I can trace the argument and specific claims throughout a text. I can assess the relevance, sufficiency, or soundness of evidence used to support claims in a text. I can evaluate the argument and specific claims in a text.

sources of information to answer a question. I can determine relevant and irrelevant information from sources to answer a question. I can formulate focused questions from sources of information for further research and investigation. I can generate additional related, focused questions for further research and investigation. I can apply several sources to conduct short research projects that answer a question and generate additional questions for further research and investigation. I can assess the credibility and accuracy of sources. I can quote or paraphrase the data and conclusions of others avoiding plagiarism.

I can introduce claims and acknowledge opposing or alternate claims that are logically organized. I can support claims with logical reasoning and relevant evidence. I can cite credible and accurate sources of information. I can use words, phrases, and clauses to create cohesion and clarify relationships. I can establish and maintain a formal style. I can provide an appropriate concluding statement that follows from and supports the argument presented. Note: Speaking & Listening Standards with emphasis on “Presentation of Knowledge & Ideas” should be included here for speeches/debates.

Critical Vocabulary Perseverance

Critical Vocabulary Biography

Critical Vocabulary Epitome

Critical Vocabulary Claims/Counterclaims

Critical Vocabulary Relevant/Irrelevant

Critical Vocabulary Podcast Essay/Report

External Conflict Internal Conflict Generalization Author’s Style

Author’s Purpose Literary Devices

Criticism Elaboration

Autobiography Graphical Autobiography

Photobiography Biographical Sketch

Memoir Author’s Voice

Author’s Viewpoint Bias

Bio-Poem Prose

Impromptu Diction Imagery

Figurative Language Skit Line

Denotation Connotation

Credible/Credibility Accuracy

Reliable/Reliability Evidence Citation

Research Steps Formal Language

Document Mass Media

Native Speaker Political Speech

Plagiarism Quotations Paraphrase Formal Style

Formal Speech Organization & Unity

Bibliography Body Language

Eye Contact Nonverbal Cue

Gesture Pitch/Intonation

Speech/Debate Argumentation

Informal Language Viewpoint

Juxtaposition Sound Reasoning Thesis Statement Research Paper Cross-Reference

Resource Material Restatement


Define “perseverance” [Give one, get one post-it note activity and word map]

Watch the movie trailer for The Blind Side (http://www.youtube.com/watch?v=D-1JEVpdSCo) and discuss differing perspectives

Watch YouTube video about perseverance and discuss the quality’s importance http://www.youtube.com/watch?v=Y6hz_s2XIAU

Read and discuss fiction and nonfiction texts


Compare and contrast print and media versions; use various photobiographies (e.g., The Moon Landing; Helen Keller)

Read and monitor response journals for Dare to Dream!: 25 Extraordinary Lives by Sandra McLeod Humphrey. Think about how each person has a different limit to which they can be pushed while overcoming the challenges and obstacles they face.

Read Ernesto Galarza’s Barrio Boy. Have student


Read and discuss a poem (e.g., I Know Why the Caged Bird Sings), a folktale (e.g., The People Could Fly), and nonfiction (e.g., “Anthony Burns: The Defeat and Triumph of a Fugitive Slave”) about perseverance. Question students about the significance of using dialect and a common theme.

Have students create a story map of a novel in preparation of writing a summary.

Compare the prose and poetry of


Explore author’s voice using Roll of Thunder, Hear My Cry and Out of the Dust

Explain and discuss appropriate research steps and search terms

Use seed discussions to cause students to think critically about the text they are reading, and plant “seeds” for possible research: http://www.readwritethink.org/classroom-resources/printouts/seed-discussion-organizer-30632.html

Use Scholastic’s Instant Internet Activities to model


Model effective search strategies to gather relevant information from print, interview, and digital sources

Implement appropriate inquiry methods for research projects (e.g., Statement Reason Evidence – SRE graphic organizer)

Review and demonstrate how to determine credibility and accuracy of sources http://www.streetlaw.org/en/landmark/teaching_strategies/evaluating_web_sites

Review organizational


Review argumentative writing http://www.jimpryor.net/teaching/vocab/argument.html

Demonstrate how to recognize and use phrases or clauses that create cohesion and clarify relationships

Use a variety of paragraphs from informational texts to examine their structure. Have students identify topic sentence, supporting sentences, and concluding sentences and analyze each

http://www.youtube.com/watch?v=D-1JEVpdSCo



http://www.youtube.com/watch?v=Y6hz_s2XIAU



http://www.readwritethink.org/classroom-resources/printouts/seed-discussion-organizer-30632.html





http://www.streetlaw.org/en/landmark/teaching_strategies/evaluating_web_sites




http://www.jimpryor.net/teaching/vocab/argument.html



featuring characters that demonstrate perseverance (such as The Outsiders or The Miracle Worker: A Play, “from Growing Up”) and informational articles with timelines of the same era.

Use “Seed Discussions” organizer for responding to historical fiction [e.g., Roll of Thunder, Hear My Cry (Civil Rights Movement) and Out of the Dust (Great Depression)] discussing how the author’s style affects believability

Analyze the interaction of story elements such as setting, characters, and plot

Create a “Moodle” for classroom discussion boards http://moodle.org/

Analyze how the setting (historical context) of story or biography shapes the character’s

determine the figurative and connotative meanings of words (such as buxom superstructure, runty, and alien) as well as phrase (such as without further ado, safe anchorage of the desks, not so much a melting pot as a griddle, and eyes wide open until they popped). They should analyze how Galarza’s specific word choices impact the meaning and tone of his writing and the characterization of the individuals and places he describes.

Identify and explain how multiple central ideas of perseverance are developed in biographies (e.g., Elvis, The Beatles), autobiographies (e.g., “from I Never Had It Made” or What’s the Big Idea books by Jean Fritz), and memoirs (e.g., “from Long Walk to Freedom”)

Have students trace the line of argument using “As I See It” strategy (in Nelson

Langston Hughes or Gary Soto; discuss author’s form and use of literary techniques, such as diction and imagery in “Oranges” compared to the form and language in Jesse

Share the book Stolen into Slavery, The True Story of Solomon Northup, Free Black Man (by Judith and Dennis Fradin) and compare different authors’ point of view or purpose in texts read http://www.biography

.com/people/william-

sydney-porter-

9542046?page=1

Student performed skits

Identify details or examples and discuss how an author sets up his unique position and distinguishes it from other common theories or ideas

Literature Circles for The Worst of Two Choices and write “Welcome Letters”

how to use several research sources to answer questions and how to generate more questions for further investigation

Practice standard formats of citation

Conduct research on a person of interest, such as Martin Luther King, Jr., who demonstrated perseverance and show a video clip (such as YouTube) of him giving his speech “I Have A Dream” then discuss the elements of speech and effects oral presentation

Students write essays to evaluate the impact of using different mediums to present a point of view on Civil Rights. Explain the advantage of one form over the other. Cite textual evidence to support answers.

Listen to Abraham Lincoln’s speech “Gettysburg Address” and John

strategies

Handouts for writing a thesis

Use Inventing the Future: A Photobiography of Thomas Alva Edison discuss how a failure can be construed as a success, and practice citing information from texts read

Share the book Rosa Parks by Maryann N. Weidt and watch I Too Sing America YouTube video representation (http://www.youtube.com/watch?v=TuRQDr

ySOVQ). Ask students to compare the two texts (can also use websites listed in the back of the book for research)

Model appropriate body language during public speaking

After reading and discussing the speech “Ain’t I a Woman” by Sojourner Truth (http://www.fordham.edu/halsall/mod/sojtr

uth-woman.asp) and

sentence’s role in developing the key concept: http://www.readwritethink.org/classroom-resources/lesson-plans/finding-common-ground-using-938.html

Review and model how to quote, paraphrase, and cite information correctly: http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html

Create and share a multimedia presentation that persuades why the person you chose to research is the most determined

Conduct speeches or debates (e.g., Socs vs. Greasers from The Outsiders)

Demonstrate how to record and upload research report/essay as a podcast to the class webpage

Facilitate and conference during the writing process

Model how to use

http://moodle.org/

http://www.biography.com/people/william-sydney-porter-9542046?page=1




http://www.youtube.com/watch?v=TuRQDrySOVQ



http://www.fordham.edu/halsall/mod/sojtruth-woman.asp



http://www.readwritethink.org/classroom-resources/lesson-plans/finding-common-ground-using-938.html






http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html





development

Model various strategies to determine the intended meaning of words (e.g., using context clues and syntax)

Demonstrate how to identify inferred meaning of words in context

Model how to use reference materials (e.g. digital dictionary, thesaurus, encyclopedia sources)

Bell work for language skills (e.g.,

Mon-Thurs use G.U.M., Fri give a paragraph to edit/revise)

There are some skills that virtually all people use every day. There are also some skills that only few people have, but all people should master. Think about a skill that most people do not have but could benefit from mastering. Why would people benefit from having this skill? What are the consequences of not having this skill? Write an essay to argue that all people should master this certain skill.

Have students create a book jacket for novel

Mandela’s “from Long Walk to Freedom” or Louis L’Amour’s The Eternal Frontier) and evaluate the specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and those which are not.

Watch a literature video with historical connections (e.g., House of Dies Drear – Underground Railroad) and tie to novel Roll of Thunder, Hear My Cry (racism theme connections); review and model how to correctly and objectively summarize a text using evidence from the story.

Establish roles and responsibilities as they apply to various discussion groups (such as literature circles)

Use paragraphs in a text structure activity http://www.literacyle

Provide opportunities for students to prepare for and participate in discussion groups (such as discussion web strategy)

Write a bio-poem about a character, real or fictional, who you think demonstrates perseverance and recite it for the class as a dramatic reading

Whole group activity: read aloud “from The Autobiography of Malcolm X” and divide students into two categories (Pros/Cons). Ask students to evaluate Malcolm’s method of self-education and compare it with the more traditional methods. Have them make a chart that lists pros and cons of each method.

Word study – Greek and Latin word parts (e.g., Roots, Suffixes: -able, -ible, -ate, -er, -or, -ful, -ist, -less, -ly, -ment, -tion)

F. Kennedy’s speech “Address to the Nation on Civil Rights” then compare the two perspectives.

Analyze famous speeches as arguments http://www.readwritethink.org/classroom-resources/lesson-%20%20%20%20%20%20%20%20plans/analyzing-famous-speeches-arguments-30526.html

Discuss how to determine relevant and irrelevant information from sources

Revising – “Automobile Names” and “The Word Chicken in these Titles” Connotation Activities

Demonstrate how to identify inferred meaning of words in context.

Demonstrate how to distinguish among the connotations (associations) of words with similar denotations

Angelina Grimke’ Weld’s speech (http://www.pbs.org/wgbh/aia/part4/4h29

39t.html) have students write a critical analysis of how these authors, writing speeches about the same topic, shape the presentations of their most important ideas. Cite specific examples from the texts to support the analysis.

View Sojourner Truth Speech (http://www.youtube.com/watch?v=XilHJc9IZvE&feature=related) and then have students compare the filmed presentation to the printed speech. Ask them to explain how the portrayal of Sojourner Truth giving her speech affected the impact of her words. Cite specific examples to support the comparison.

Demonstrate how to identify inferred meaning of words in

reference materials (e.g. digital dictionary, thesaurus, encyclopedia sources)

Have student groups do Easy Simulations – Civil War by Tim Bailey (from Scholastic)

Have students write a response to the question “What makes characters in historical fiction believable?” Tell them to cite specific details from texts read. Students could begin a class blog to discuss their writings.

Watch a video about surviving in the wilderness and discuss the arguments presented http://dsc.discovery.com/survival/

Stranded Activity – Divide students into groups and tell them to imagine their plane just went down on a deserted island. Give each group a bag of limited products (piece of gum, paper

http://www.literacyleader.com/sites/litlead.essdack.org/files/text%20structure%20sort%20secondary_0.pdf

http://www.readwritethink.org/classroom-resources/lesson-%20%20%20%20%20%20%20%20plans/analyzing-famous-speeches-arguments-30526.html








http://www.pbs.org/wgbh/aia/part4/4h2939t.html



http://www.youtube.com/watch?v=XilHJc9IZvE&feature=related



http://dsc.discovery.com/survival/

http://dsc.discovery.com/survival/

being read. ader.com/sites/litlead.essdack.org/files/text%20structure%20sort%20secondary_0.pdf

Use Civil War book and audio CD from Scholastic’s America at War series (facts and photos) to open discussion about the freedom of slavery theme and tie to novel Roll of Thunder, Hear My Cry

http://stemresources.com/static/tools/Assessments/Formative/AsISeeIt/index.html

Word study – continue personal dictionaries from first unit, include synonyms for perseverance and Greek and Latin word parts (e.g., Roots, Prefixes: bi-, extra-, fore-, il-, im-, mis-, post-, pre-, re-, un-)





Imagine that you are riding on a train or a bus. Suddenly the train or bus stops, and the driver announces that you have reached the end and you must get off. As the train or bus departs, you realize that you have no idea where you are. What will you do? Write an argumentative essay about this unfamiliar place and the best way to get home.

(definitions) using a T-chart.

Model how to use reference materials (e.g. print and digital, dictionary, thesaurus, encyclopedia sources)



context

Help students evaluate websites http://www.streetlaw.org/en/landmark/teaching_strategies/evaluating_web_sites

Engage students in discussion that analyzes how a particular sentence or paragraph contributes to the overall ideas of a text: http://www.facinghistory.org/resources/strategies/save-last-word-me

Model how to use reference materials (e.g. print thesaurus)



clip, rubber band, pencil, and a coin) stating these items are all they have besides what they have on their person. Ask them to plan out survival using only what they have. Then have groups present their best argument for survival to the class.

Review article and have students compare their listing to the one given in the article http://adventure.nationalgeographic.com/2008/08/everyday-survival/laurence-gonzales-text/1




Graphic Organizers (Drama Map, Word Map, Plot Diagram, Story Elements Web)

Post-it Notes


Graphic Organizers (Venn Diagram, Response Chart)

Character Trading Cards


Graphic Organizers (Conflict-Resolution Guide, Background Knowledge Chart)


T-Charts

Book Notes Student-Generated

Questions


Research Notecards SRE graphic organizer


Learning Logs


On-Task Checklist Sheet

Learning Logs

Peer Conference













http://www.facinghistory.org/resources/strategies/save-last-word-me




http://adventure.nationalgeographic.com/2008/08/everyday-survival/laurence-gonzales-text/1





Class Discussion

Response Journals


Quiz

Book Jacket

Summative

Multiple Choice

Short Answer


Common (PLC Teams will design the common assessments, i.e., grade


Response Journals

Quick Writes

Literature Circles Personal Dictionaries

Objective Summary

Quiz

Summative

Multiple Choice

Short Answer




Class Discussion


Literature Circles

Bio-poem

Welcome Letter

Skit w/script

Summative

Multiple Choice

Short Answer




Self-Assessments Connotation Revision

Passage Handout

Response Journals Personal Dictionaries

Quiz

Summative

Multiple Choice

Short Answer




Interview Sheets

Citations

Class Discussion Dictionary Hunt Sheets

Save the Last Word

Research Report

Essay

Summative

Multiple Choice

Short Answer




Sheets

Student-Teacher Conference Sheets

Triple-Entry Journal

Write-Alouds

Speech Presentation

Debate

Podcast

Summative

Research Report

Published Argumentation

On-demand

Vocabulary Test

G.U.M. Test



Resources Needed

McDougal Literature (p. 621-630)

Common Core Curriculum Maps

KCAS Appendix B

ReadWriteThink

Dictionaries

Various Print/Nonprint Fiction, Nonfiction and Historical Text


Zaner-Bloser G.U.M.

Resources Needed

McDougal Literature (p. 287-296, 463-469, 694-698, 732-739)


KCAS Appendix B

ReadWriteThink

Dictionaries

Various Print/Nonprint Biographies, Autobiographies, and Photobiographies

Marzano’s Vocabulary

Resources Needed

McDougal Literature (p. 750-766, 767-772, 632-635)


KCAS Appendix B

ReadWriteThink

Dictionaries

Website for The Poetry Foundation

Letter Generator


Zaner-Bloser G.U.M.

Resources Needed

McDougal Literature (p. R53-R57, 780-786)


KCAS Appendix B

ReadWriteThink

Dictionaries

Speech Recordings

Internet/Computer

Document Camera


Zaner-Bloser G.U.M.

Resources Needed

McDougal Literature (p. 699, R51-52)


KCAS Appendix B

ReadWriteThink

Thesauri

Internet/Computers

Document Camera



“You’re the Teacher”

Resources Needed

McDougal Literature (p. R100-106)


KCAS Appendix A

Samples of Student Writing (Appendix C)

ReadWriteThink Digital Resource

Material

Internet/Computers

Audio & Video Recorder or Webcam



(Daily Bellwork)


http://freeology.com/graphicorgs/ pdf/giveonegetone.pdf

Seed Discussion Organizer http://www.readwritethink.org/classroom-resources/ printouts/seed-discussion-organizer-30632.html


TeenInk.com

Instruction That Works




TeenInk.com http://www.englishco

mpanion.com/classroom/notemaking.htm


http://www.readwritethink.org/files/resources/lesson_images/lesson1053/quick_write_draw.pdf

(Daily Bellwork)



TeenInk.com http://www.webenglis

hteacher.com/argument.html


http://www.readwritethink.org/files/resources/lesson_images/lesson819/graphic-organizer.pdf

PoemHunter.com http://rauschreading0

9.pbworks.com/f/%22Oranges%22+by+Gary+Soto.pdf

(Daily Bellwork) “You’re the Teacher”

CD Editing


Harriet Tubman & the Underground Railroad Instant Internet Activities Folder from Scholastic Technology

Kids’ Translations I Have A Dream Speech by Capstone Press

I Have a Dream, The Story of Martin Luther King by Margaret Davidson

TeenInk.com

CD Editing


TeenInk.com http://www.kyvl.org/ http://www.readwritethi

nk.org/professional-development/strategy-guides/peer-review-30145.html

Speak Out! Debate and Public Speaking in the Middle Grades, by John Meaney and Kate Shuster

http://www.factmonster.com/



TeenInk.com http://www.amle.org/

Publications/MiddleSchoolJournal/Articles/May2007/Article2/tabid/1420/Default.aspx

http://crmsliteracy.wikispaces.com/Triple+Entry+Journals

http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

Suggested Independent Readings: Treasure Island, The Call of the Wild, Holes, Across Five Aprils, The True Confessions of Charlotte Doyle

Weeks 13 - 18

Unit 3 Topic: Analysis of Poetry & Drama Determination in Life and in Literature

NOTE: CHANGE “POETRY” SECTION TO APRIL TO CORRESPOND WITH POETRY MONTH



RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

I can determine a central idea or theme (overall message or lesson) of a text.

I can analyze the development of a theme or central idea over the course of a text.

I can provide an objective summary (key points without adding own

http://freeology/

http://www.readwritethink.org/classroom-resources/%20printouts/seed-discussion-organizer-30632.html



















http://www.webenglishteacher.com/argument.html









http://rauschreading09.pbworks.com/f/%22Oranges%22+by+Gary+Soto.pdf






http://www.kyvl.org/

http://www.readwritethink.org/professional-development/strategy-guides/peer-review-30145.html








http://www.amle.org/Publications/MiddleSchoolJournal/Articles/May2007/Article2/tabid/1420/Default.aspx














opinion) of a text.


I can analyze how elements of a story or drama interact.


RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

I can distinguish between literal (means exactly what it says) and figurative language (what is said is not exactly what is meant)

I can distinguish between denotative (dictionary definition) and connotative meanings (associations or carry feeling)

I can interpret the meaning of words and phrases, including figurative and connotative meanings, as used in a text.

I can analyze the impact of rhymes and other repetitions of sounds, including alliteration, on a specific verse or stanza of a poem, section of a story, or drama.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

I can recognize the differences between the form/structure used in stories and the form/structure used in dramas and poems.

I can analyze the structure of a drama and explain how parts of the drama affect the meaning/message.

I can analyze the form/structure of a poem (e.g., rhyme scheme, line breaks, free verse) and explain how the form/structure affects the overall meaning.





RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

I can analyze the effects of various medium techniques on written text (stories, dramas, poems).

I can analyze the effects of various medium techniques on audio, film, stage, or multimedia.

I can determine similarities and differences of text (story, drama, poem) to media (audio, film, stage, multimedia).







I can analyze several pieces of text to determine what it explicitly says.


I can cite resources that support analysis of a text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

I can analyze the interactions between individuals, events, and ideas in a text.

I can discuss how ideas influence events or how individuals influence ideas or events.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

I can recognize that authors present information differently based on their point of view.

I can analyze how authors interpret and emphasize different evidence when writing about the same topic.

I can compare and contrast (analyze the similarities and differences) how two authors communicate the same topic.

I can determine how major sections of text contribute to the main idea or to the development of the main idea.

I can identify key information from two or more texts by different authors that emphasizes different evidence or different interpretations of facts.

I can analyze how the authors of two or more texts shape their ideas by emphasizing different evidence or different interpretations of facts.

W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2 (a): Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, an information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2 (b): Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2 (c): Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.2 (d): Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.2 (e): Establish and maintain a formal style.

W.7.2 (f): Provide a concluding statement or section that follows from and

supports the information or explanation presented.

I can write an informative/explanatory text to examine a topic, convey ideas or concepts and information through text selection, organization, and analysis of relevant content.

I can introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, other information, and examples.

I can organize ideas, concepts, and information.

I can use strategies such as definitions, classification, comparison/contrast, or cause/effect.

I can use formatting, graphics, and multimedia when useful in aiding comprehension.

I can use appropriate transitions to clarify the relationships among ideas or concepts and create cohesion.

I can use precise language and domain-specific vocabulary to inform or explain the text.


I can provide a supportive, concluding statement or section that

follows from the information or explanation presented.



Identify Sub-Topics

Poetry

Identify Sub-Topics

Poetry

Identify Sub-Topics

Poetry

Identify Sub-Topics

Poetry/Drama Drama

Identify Sub-Topics

Oral Presentation Drama

Identify Sub-Topics

Informative/Explanatory Writing

G.U.M. Review: Understanding Figurative Language

G.U.M. Review: Interpret Figures of Speech in Context

G.U.M. Review: Nuances in Words Connotative Associations

G.U.M. Review: Distinguish connotation with similar denotation

G.U.M. Review: Verify Inferred Meanings

G.U.M. Review: Greek & Latin Affixes / Roots (clues to meaning)

I CAN STATEMENTS: I can distinguish between literal (means exactly what it says) and figurative language (what is said is not exactly what is meant).

I CAN STATEMENTS: I can determine similarities and differences of text (story, drama, poem) to media (audio, film, stage, multimedia).

I CAN STATEMENTS: I can recognize the differences between the form/structure used in stories and the form/ structure used in dramas and poems.

I CAN STATEMENTS: I can recognize that authors present information differently based on their point of view. I can analyze how

I CAN STATEMENTS: I can analyze several pieces of text to determine what it explicitly says. I can formulate inferences (guesses

I CAN STATEMENTS: I can write an informative/explanatory text to examine a topic, convey ideas or concepts and information through text selection, organization, and analysis

I can distinguish between denotative (dictionary definition) and connotative meanings (associations or carry feeling). I can interpret the meaning of words and phrases, including figurative and connotative meanings, as used in a text. I can analyze the impact of rhymes and other repetitions of sounds, including alliteration, on a specific verse or stanza of a poem, section of a story, or drama. I can determine a central idea or theme (overall message or lesson) of a text. I can analyze the development of a theme or central idea over the course of a text.

I can analyze the effects of various medium techniques on written text (stories, dramas, poems). I can analyze the effects of various medium techniques on audio, film, stage, or multimedia. I can define historical fiction (fictional story set in the past). I can identify a time, place, or character from history portrayed in an historical account in a fictional text. I can compare and contrast an historical account of a time, place, or event with that of a fictional account to see how authors sometimes alter or change history in a literary text. I can analyze how authors use or alter historical facts to develop their own fictional stories.

I can analyze the structure of a drama and explain how parts of the drama affect the meaning/ message. I can analyze the form/structure of a poem (e.g., rhyme scheme, line breaks, free verse) and explain how the form/ structure affects the overall meaning. I can explain why authors choose different points of view in a text. I can contrast different points of view of different characters or narrators in a text. I can analyze how the author develops points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words. I can provide an objective summary (key points without adding own opinion) of a text.

authors interpret and emphasize different evidence when writing about the same topic. I can compare and contrast (analyze the similarities and differences) how two authors communicate the same topic. I can determine how major sections of text contribute to the main idea or to the development of the main idea. I can identify key information from two or more texts by different authors that emphasizes different evidence or different interpretations of facts.


based on reading) from textual evidence (word for word support). I can cite resources that support analysis of a text. I can analyze the interactions between individuals, events, and ideas in a text. I can discuss how ideas influence events or how individuals influence ideas or events. I can analyze how a change in one element shapes another. I can analyze how elements of a story or drama interact.

of relevant content.

I can introduce, preview, and develop a topic with relevant facts, definitions, concrete details, quotations, other information, and examples.

I can organize ideas, concepts, and information.

I can use strategies such as definitions, classification, comparison/contrast, or cause/effect.

I can use formatting, graphics, and multimedia when useful in aiding comprehension. I can use appropriate transitions to clarify the relationship among ideas or concepts and create cohesion. I can use precise language and domain-specific vocabulary to inform or explain the text.

I can establish and maintain a formal style. I can provide a supportive, concluding statement or section that follows from the information or

explanation presented.

Critical Vocabulary Poetic Elements

Figurative Language Format

Free Verse Blank Verse

Lyric Stanzas Refrain Meter Stress

Voice/Speaker Sound Devices

Imagery Theme (Inferred) Recurring Theme

Point of View Mood/Tone

Critical Vocabulary Figure of Speech Poetic Devices Personification

Idiom Oxymoron

Simile Extended Metaphor Implied Metaphor

Alliteration Onomatopoeia

Assonance Consonance Repetition

Rhythm/Rhyme Rhyme Scheme Syllabic System

Iambic Pentameter

Critical Vocabulary Cause and Effect Textual Evidence

Implicit Explicit Context

Sensory Details Shades of Meaning

Ode Sonnet Couplet

Lyric Foreshadowing

Annotate Enunciation Recitation

Stylistic Feature White Space

Critical Vocabulary Elements of Drama Information Source

Explanatory Literary Allusions Biblical Allusions

Mythological Allusions Parody Satire Litotes

Action Segment Musical

Subordinate Character Time Lapse

Critical Vocabulary Relevant/Relevance

Infer/Inference Draw a Conclusion Verify/Clarification

Justify Technical Directions Camera Angle/Shot

Close-up Subplot

Stage Directions Lighting

Critical Vocabulary Coherent Convey

Intentional Omit

Subjective View Irony

Verbal Irony Situational Irony Dramatic Irony

Strategies/Activities

Read and discuss a variety of poems (e.g., “The Elephant” by Rudyard Kipling; “The Turtle” by Mary Oliver; “Jabberwocky” by Lewis Carroll; “The Song of Wandering Aengus” by Yeats).

Model how to identify and analyze the theme of a poem.

Discuss forms of poetry (e.g., Shakespeare


Use a Powerpoint to discuss poetic devices and show examples. How are poetic devices used to enhance the meaning of a poem?

Read Shel Silverstein’s “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” to discuss sound devices.

Read “Casey at the Bat” and discuss how narrative


Demonstrate how to annotate a poem.

Read aloud Robert Frost’s poem The Road Not Taken and have students analyze how the opening stanza structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text.

Read aloud Robert Frost’s poem “Stopping By Woods on a Snowy Evening”


Have student groups read and research classic poets and chart their findings for class presentations (style /voice, influences of works, figurative language connections, reader annotations)

Model how to analyze the structure of a drama and poem (soliloquy or sonnet) and how it contributes to the meaning.

Explore the impact of


Read and discuss nonfiction (p. 223) “Immigrant Kids”

Read the poem “The New Colossus”

Take student groups through the process of creating an oral history using Worlds Apart (New York Times “Best of Friends, Worlds Apart”) Lesson, Scholastic’s “Immigration: Who Lives in America?” and speech (p. 774)


Have students create ebooks of poetry based on their family as the theme.

Display several photos and have students choose one to create a pyramid poem using the parts of speech.

Read the text and watch the video version of “The Gift of the Magi” and discuss the author’s use of dramatic irony. Have students compare and contrast the two versions of the story;

Sonnets, Narratives, Ballads, Blues with Dialect).

Examine various forms and structures of poetry: http://www.adlit.org/strategies/22731/

Discuss Cinquains and demonstrate the American and original versions; have students compare and contrast the two forms.

Discuss the elements and figurative language of poetry.

Have students identify symbolism in the poems “The Bat” by Theodore Roethke and “Mooses” by Ted Hughes.

Have students complete the “Reader’s Notebook” sections of each text (e.g., “The Pasture” and “A Time to Talk” by Robert Frost; “The World Is Not a Pleasant Place to Be” by Nikki

poems tell a story.

Watch the Literature in Performance Video production of “Casey at the Bat” and have students compare the two versions.

Ask students to identify the theme of the poem and determine how that theme is developed throughout the text.

Read “Out of the Ballpark” newspaper article by Avery Foster. Discuss generalization and overgeneralizations then have students compare to the poem.

Quick Write – have students choose pitcher, catcher, or batter and explain the position to someone who has never played baseball (do research if necessary). Cite specific examples to support

and have students annotate the poem.

Read the biography of Robert Frost and discuss life connections to the poem (purpose and meaning).

Share a model and have students write a poetry analysis for “Stopping By Woods on a Snowy Evening” (quoting evidence from both the poem and the biography to support their analysis)

Use a poem to help students understand cause and effect http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-poem-30153.html

Have students write an interpretative essay.

Use Poetry Café and read the play “Ode to a Freckle” then discuss the relationship to poetry.

Have students do a group poetry exploration “Ode to Pablo’s Tennis Shoes” by Gary Soto and then complete response sheets by making inferences.

music in video messages. View the YouTube video “Mankind is no Island” http://www.youtube.com/watch?v=ZrDxe9gK8Gk first with the sound turned off. Have students record initial reaction to the message presented, noting point of view and perspective. Next watch the video again with the sound turned on. Compare and contrast the shift in reaction based on the addition of music. Discuss how music is used in the video to create a mood or tone.

Have students do a peer partner scavenger hunt activity researching Japanese culture (origin of Haikus, nature influences on poems, etc.).

Brainstorm a list of seasonal words and have students write their own Haiku.

Use newspapers to create Found poems (tell students to use creative expression and descriptive words).

After reading poems

“Looking for America”

Watch Literature in Performance video “Brother Coyote and Brother Cricket” and discuss the oral tradition of the story.

Author study of Virginia Hamilton discussing storytellers.

Have student groups present as storytellers an oral history (citing evidence as support).

Have students use Photo Story 3 as a tool for creating presentations using multi-media components and visual displays.

Listen to the recorded radio drama of Sorry, Wrong Number and discuss the techniques used (such as sound effects, pitch, tone)

Finish the drama “A Christmas Carol” and discuss the differences

making note of the effects drama has on the audience. How does it impact the viewer’s reaction to the story? Write a review analyzing the effects. Discuss how the production stays faithful to or departs from the text.

Discuss commonalities in the themes of “A Christmas Carol” and “The Gift of the Magi” and how these themes are developed over the course of the texts.

Have students write an objective summary using evidence from both texts to support their response.

Students participate in peer reviews of writing using rubrics focused on audience, purpose, and support of claims: http://www.readwritethink.org/classroom-resources/lesson-plans/reciprocal-revision-making-peer-403.html?tab=4

Use “Before and After with Evidence” to give student the

http://www.adlit.org/strategies/22731/


http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-poem-30153.html






http://www.youtube.com/watch?v=ZrDxe9gK8Gk



http://www.readwritethink.org/classroom-resources/lesson-plans/reciprocal-revision-making-peer-403.html?tab=4






Giovanni; “To You” by Langston Hughes).

Explain how rhyme and sound repetition influences a verse or stanza of a poem.

Use ReadWriteThink lesson to demonstrate how cause and effect can be used in a poem http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-poem-30153.html

Have students create a poetry notebook of terms, notes, and written examples.

explanations.

Read and discuss the narrative elements of the poem “The Highwayman”

Watch the video and compare the two versions http://www.youtube.com/watch?v=le727fRZHpA&safety_mode=true&persist_safety_mode=1

Have students analyze the poem using a guided worksheet; and discuss the organizational pattern of cause and effect, story elements used in narrative poetry, setting connection to tone/mood, etc.

Read aloud the poem “The Charge of the Light Brigade” and ask discussion questions (e.g., elements of a story, historical setting, organizational strategies used, point of view, tone, theme, use of figurative

Listen to songs and discuss the lyrics and their relationship to poetry.

Read aloud the song lyrics of “The Star Spangled Banner” and the poem “The Blue and the Gray” then ask analysis questions (historical setting, characterization, sequence of events)

Watch Flocabulary video and have students create a rap to present to the class.

Revisit narrative poetry: http://unix.cc.wmich.edu/%7Ecooneys/poems/Field.frankenstein.html Divide students into three groups and give each one of the Frankenstein poems to read and analyze. Then have groups compare the poem with excerpts from Mary Shelley’s famous Frankenstein novel http://www.literature.org/authors/shelley-mary/frankenstein/

Ask student groups to watch video clips associated to their poem then compare and discuss their findings with the class http://www.youtube.co

of various forms and structures, students choose one of the poems and respond to the following prompts: How does the structure of the poetry contribute to its meaning in a different way than then structure of prose? What does the poem reveal about the author?

Explain production techniques (such as lighting, sound, color, camera focus, angles) and how they effect the meaning of the work

Read aloud the drama “A Christmas Carol” discussing the elements and concepts of drama.

between story elements and the elements of drama.

opportunity to do a visual of their “before” and “after” learning along with evidence to support their claims.







http://www.youtube.com/watch?v=le727fRZHpA&safety_mode=true&persist_safety_mode=1





http://unix.cc.wmich.edu/~cooneys/poems/Field.frankenstein.html



http://www.literature.org/authors/shelley-mary/frankenstein/



http://www.youtube.com/watch?v=MerL2naOJJA&feature=related

language, purpose, meaning).

m/watch?v=MerL2naOJJA&feature=related


Weekly Reflections

Poetry Notebooks

Class Discussion

Questioning

Graphic Organizers

Reader’s Notebook

Written Poems

Summative

Multiple Choice

Short Answer






Graphic Organizers

Coding the Text

Class Discussion

Questioning

Quick Writes

Analysis

Journals

Summative

Multiple Choice

Short Answer






Double-Entry Response

Think-Pair-Share

Annotations

Class Discussion

Analysis

Essay Drafts

Group Work

Questioning

Performance Task

Summative

Multiple Choice

Short Answer






Research Notes

Charts

Group Work

Graphic Organizers Peer Partner Discussion

Brainstorming

Written Poems

Questioning

Summative

Multiple Choice

Short Answer





Scholastic Worksheets

Class Discussion

Group Work

Performance Task

Presentations

Questioning

Quiz

Summative

Multiple Choice

Short Answer






Ebooks

Written Poems

Graphic Organizers

Questioning

Discussion

Summaries

Peer Reviews

Charts

Student Rubrics

Summative

On-demand

Vocabulary Test

G.U.M. Test

Published Informational




Resources Needed

McDougal Literature (p. 740, 742, 459, 391-394, 191-205)

http://www.poemhunter.com/


www.ReadWriteThink.org

www.adlit.org

TeenInk.com

Resources Needed

McDougal Literature (p. 299-304, 305-308, 460, 564-570)




www.adlit.org

TeenInk.com

Resources Needed


Flocabulary website




www.adlit.org

TeenInk.com http://www.readwriteth

Resources Needed


Poetry.org




www.adlit.org

TeenInk.com

PoemHunter.com

Resources Needed

McDougal Literature (p. 223-232, 746-749, 777, 794-796, 853-855)

http://teacher.schola

stic.com/activities/im

migration/tour/stop1

.htm

Common Core

Curriculum Maps

http://tv.nytimes.co

Resources Needed


BigUniverse.com

Seven Strategies of Assessment for Learning (Handout, page 250)

Gift of the Magi class set

Various photos

Drama/Play materials

Lesson Plans





http://www.readwritethink.org/


http://www.adlit.org/











http://www.readwritethink.org/classroom-resources/printouts/double-entry-journal-30660.html






http://teacher.scholastic.com/activities/immigration/tour/stop1.htm




http://tv.nytimes.com/learning/teachers/lessons/20000606tuesday.html?scp=1&sq=%2522teen%20immigrants%2522&st=cse


Seven Strategies of Assessment for Learning (Handout, page 251)

PoemHunter.com

YouTube.com

Powerpoint of key terms

Various poetry books

Model poems




http://www.scholastic.com/teachers/article/guidelines-and-student-handouts-implementing-read-aloud-strategies-your-class

PoemHunter.com

YouTube.com


Model poems




ink.org/classroom-resources/printouts/double-entry-journal-30660.html

http://www.readingquest.org/strat/tps.html

PoemHunter.com

YouTube.com


Model poems




YouTube.com

Chart paper and

markers

Various “Classic

Poets” informational

passages

Class set of a variety

of poems (different

structures/forms)

Class set of

newspapers

Variety of song lyrics




m/learning/teachers/

lessons/20000606tue

sday.html?scp=1&sq

=%22teen%20immigr

ants%22&st=cse

http://digitalstorytell

ing.coe.uh.edu/phot

ostory.html

http://digitalstorytell

ing.coe.uh.edu/align

ment.html

Drama/Play materials

Powerpoint




KCAS Appendices





Suggested Independent Readings: Nothing But the Truth, Taking Sides, The Clay Marble, Bridge to Terabithia, Woods Runner

Poetry Exemplars: “Paul Revere’s Ride” (Henry Wadsworth Longfellow), “O Captain! My Captain!” (Walt Whitman), “Jabberwocky” (Lewis Carroll), “Twelfth Song of Thunder” (Navajo tradition), “The Railway Train” (Emily Dickinson), “The Song of Wandering Aengus” (William Butler Yeats), “The Road Not Taken” (Robert Frost), “Stopped By Woods on a Snowy Evening” (Robert Frost), “Chicago” (Carl Sandburg), “I, Too, Sing America” (Langston Hughes), “The Book of Questions” (Pablo Neruda), “Oranges” (Gary Soto), “A Poem for My Librarian, Mrs. Long” (Nikki Giovanni)

Weeks 19 - 24

Unit 4 Topic: Survival in the Wild The Power of Persuasion























http://digitalstorytelling.coe.uh.edu/photostory.html



http://digitalstorytelling.coe.uh.edu/alignment.html










I can cite resources that support analysis of a text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).



RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

I can determine the meanings of words and phrases, including figurative, connotative, and technical (e.g., “stem” in an article about flowers versus “stem” in an article about cell research) as they are used (purpose) in a text.

I can analyze how meaning and tone are impacted by specific word choices.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

I can analyze how major sentences, paragraphs, chapters or sections contribute to the main idea of the text or to the development of the main idea.








RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

I can describe similarities of various media portrayals of subjects (texts, audio, video, multimedia).

I can describe differences of various media portrayals of subjects (texts, audio, video, multimedia).

I can analyze how the audio, video, multimedia version of various texts portrays the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

I can identify argument and claims in a text.

I can identify the side of an argument an author presents in a text.

I can define relevant evidence, sufficient evidence, and sound reasoning.

I can identify claims that are supported by fact(s) and those that are

opinion(s).

I can trace the argument and specific claims throughout a text.

I can assess the relevance, sufficiency, or soundness of evidence used to support claims in a text.

I can evaluate the argument and specific claims in a text.








W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

W.7.1 (a): Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1 (b): Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1 (c): Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.7.1 (d): Establish and maintain a formal style.

W.7.1 (e): Provide a concluding statement or section that follows from and supports the argument presented.

I can produce an argument to support claims.

I can introduce claims and acknowledge opposing or alternate claims that are logically organized.

I can support claims with logical reasoning and relevant evidence.

I can cite credible and accurate sources of information.

I can use words, phrases, and clauses to create cohesion and clarify relationships.


I can provide an appropriate concluding statement that follows from and

supports the argument presented.



Identify Sub-Topics Key Terms

Advertising Unit

Identify Sub-Topics

Power of Persuasion Advertising Unit

Identify Sub-Topics

Argumentation Advertising Unit

Identify Sub-Topics

Performance Task Advertising Unit

Identify Sub-Topics

Presentation Advertising Unit

Identify Sub-Topics

Debates Advertising Unit

G.U.M. Review: Domain-specific Words /

G.U.M. Review: Function of Phrases

G.U.M. Review: Reference Materials

G.U.M. Review: Reference Materials

G.U.M. Review: Standard English Rules

G.U.M. Review: Context Clues (overall

Phrases for expression and comprehension

and Clauses Dictionary (Pronunciation, Precise Meaning, Part of Speech)

Thesaurus, Glossary, Almanac, Atlas, Periodical (Print/Digital)

meaning, word’s position and function)

I CAN STATEMENTS:

I can explain why authors choose different points of view in a text. I can contrast different points of view of different characters or narrators in a text. I can analyze how the author develops points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.

I can determine the meanings of words and phrases (including figurative, connotative, technical) as they are used in a text. I can analyze how meaning and tone are impacted by specific word choices. I can analyze several pieces of text to determine what it explicitly says. I can formulate inferences (guesses based on reading) from textual evidence (word for word support).

I CAN STATEMENTS:



I can analyze the interactions between individuals, events, and ideas in a text. I can discuss how ideas influence events or how individuals influence ideas or events. I can analyze how major sentences, paragraphs, chapters or sections contribute to the main idea of the text or to the development of the main idea. I can cite resources that support analysis of a text. I can analyze how the

I CAN STATEMENTS:

I can identify argument and claims in a text. I can identify the side of an argument an author presents in a text. I can define relevant evidence, sufficient evidence, and sound reasoning. I can identify claims that are supported by fact(s) and those that are opinion(s). I can trace the argument and specific claims throughout a text. I can assess the relevance, sufficiency, or soundness of evidence used to support claims in a text. I can evaluate the argument and specific claims in a text.

I CAN STATEMENTS:

I can define point of view as how the author feels about the texts. I can determine the author’s point of view or purpose of a text. I can identify details or examples in a text where the author develops his/her point of view or the purpose of the text. I can explain how the author conveys his/her point of view throughout the text. I can distinguish between the author’s point of view and those of others mentioned or implied in the text. I can contrast how the author distinguishes his/her position from that of others.

I CAN STATEMENTS:

I can recognize that authors present information differently based on their point of view. I can analyze how authors interpret and emphasize different evidence when writing about the same topic. I can compare and contrast (analyze the similarities and differences) how two authors communicate the same topic. I can determine how major sections of text contribute to the main idea or to the development of the main idea.

I can identify key information from two or more texts by different authors that emphasizes different evidence or different interpretations of facts. I can analyze how the

I CAN STATEMENTS: I can produce an argument to support claims. I can introduce claims and acknowledge opposing or alternate claims that are logically organized. I can support claims with logical reasoning and relevant evidence. I can cite credible and accurate sources of information. I can use words, phrases, and clauses to create cohesion and clarify relationships. I can establish and maintain a formal style. I can provide an appropriate concluding statement that follows from and supports the argument presented.

I can describe similarities and differences of various media portrayals of subjects (texts, audio, video, multimedia).

audio, video, multimedia version of various texts portrays the subject (e.g., how the delivery of a speech affects the impact of the words).

authors of two or more texts shape their ideas by emphasizing different evidence or different interpretations of facts.

Critical Vocabulary Persuasive Techniques Positive Connotation Negative Connotation

Brochures Rhetorical Strategies

(Ethos, Pathos, Logos) Bandwagon Propaganda Repetition

Glittering Generality Loaded Words Snob Appeal Testimonial

Expert Opinion Transference

Celebrity Endorsement

Critical Vocabulary Hyperbole

Simile Metaphor

Rhetoric Question Analogy

Symbolism Alliteration

Pun Irony

Flashback Flash forward

Slogan Logo Jingle

Slanted Material Representation

Critical Vocabulary Endorsement

Statistics Understatement Overstatement Fact/Opinion Cause/Effect

Target Audience Audience Awareness

Emotional Appeal Logical Appeal

Appeal to Authority Stereotype

Subliminal Message Bias

Critical Vocabulary Broadcast

Broadcasting Advertisement

Radio Commercial TV Commercial Magazine Ad

Online/Web Ad Billboard

Mail Flyers Newspaper Ad

Pamphlet Scripts

Scriptwriter Copyright

Opposing Viewpoint

Critical Vocabulary Recorded Performance

Perspective Logic

Multimedia Presentation Page Layout

Producer Film Director

Prompts Programming

Public Audience Public Opinion Trend

Sales Technique Sound System

Verbal Cue Viewer Perception

Visual Aid Voice Inflection

Critical Vocabulary Argumentation vs.

Persuasion Valid/Validity Alter/Shape Contradict

Contradiction Rebuttal

Refute/Dispute Pros/Cons

Counterargument Stance

Logical Argument


Create an electronic wall for vocabulary words and have online collaboration and brainstorming http://wallwisher.com/

Use a Powerpoint presentation to discuss persuasive terms with example advertisements.

Conduct a “Fishbowl” discussion of terms with examples for


Discuss literary devices used with persuasion and have students add terms to their notebooks.

Watch YouTube videos “Persuasive Advertising” and “Persuasive Elephants” then discuss the persuasive presentation


Discuss the societal factors that affect advertising and how ads change with times.

Show the history of Coca-Cola commercials and ask students to explain why they think these have changed so drastically over time (including the


Discuss trying to persuade your point of view using argumentation (differences between the two techniques).

Create argument charts

Have students create a teen pamphlet for a rally issue focusing on their stance and addressing the opposing viewpoint


Have students perform their commercials, record, and show to the class

“Persuasion is all around you” activity – have students use newspapers and magazines to locate ads and identify techniques and audiences.


Use the interactive persuasion map to assist students in organizing their arguments (lends itself to the elements of argument rather than persuasion): http://www.readwritethink.org/classroom-resources/lesson-plans/persuading-audience-writing-

http://wallwisher.com/

http://www.readwritethink.org/classroom-resources/lesson-plans/persuading-audience-writing-effective-929.html





each technique.

Share photos of places like Costa Rica, Hawaii, Rocky Mountains, Andes, Alaska, etc. Have students brainstorm descriptive words with a positive connotation. Discuss how advertisers use words like these to persuade their audiences.

Have students create a travel brochure of a known or imaginary place using positive connotative, descriptive words.

Watch TV commercials and have students identify and evaluate the use of techniques.

Create word clouds using “Wordle”

Use newspapers to do scavenger hunts for advertisements

techniques used in the videos.

Have students complete the “Don’t Buy It” online activity from PBSKids.org

Commercial Dig activity - have students chart commercials (TV, radio, or online) listing the product, time of the commercial, target audience (and how they know), techniques used (and explain why they think these were used).

Ask students why businesses would target teens? Have them write journal reflections.

techniques used)

Perform a blind taste test using brand and generic products. Have students make comparisons of quality and price in association with advertising.

Agree/Disagree activity – make a statement (e.g., “Brand name products are always best”) and have students choose a side then post their reasoning.

America is a beautiful land, yet it is subject to all manner of natural disasters, from tornadoes in the Midwest to hurricanes in the Southeast, blizzards in the Northeast to earthquakes in the West. Think about one of these natural disasters that you may have experienced or about which you have read. How do you think the nation can better prepare for another such disaster? Is there anything that you can do to be ready? Create a natural disaster safety newsletter in which you describe how you think the nation and its people should prepare for

Divide students into groups and assign roles of advertising agency. Tell them to create a full campaign for a product of choice

Write scripts for radio commercial and record performances (have audience evaluate using a student-generated rubric)

Create a full-page magazine ad for product choice focusing on effective techniques

Write scripts for TV commercial and record performances (have audience evaluate using a student-generated rubric)

Create a mini billboard for product choice focusing on appropriate techniques for the media type

Have students respond to the question of why advertising is so effective and how it effects family decisions

Use a video to revisit perspective and to analyze and compare differing perspectives: http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpissues/

effective-929.html

Have students write an argumentative essay that presents their argument with evidence and addresses the counterargument.

Have students create a Web Page Ad for an imaginary product

Analyze arguments using debates:

http://www.middleschooldebate.com/documents/Schoolsports.pdf

http://www.middleschooldebate.com/documents/Statelotteries.pdf

http://www.middleschooldebate.com/documents/yearroundschool.pdf

http://www.buzzle.com/articles/argument-against-animal-testing.html

http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpissues/





















another natural disaster. Be sure to use details and reasons to support the choices you make and address any counterarguments your audience may have on the issue.


Fishbowl Discussions

Word Clouds

Brainstorming

Brochures

Scavenger Hunt

Summative

Multiple Choice

Short Answer






Scored Discussions

Notebooks

Online Activities

Graphic Organizers

Worksheets

Summative

Multiple Choice

Short Answer






Class Discussion

Research Notes

Activity Sheets

Reflections

Newsletter

Post-it Notes

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Charts

Pamphlets

Group Work

Commercial Scripts

Magazine Ads

Billboards

Radio Performance

Summative

Multiple Choice

Short Answer






Questioning

Activity Sheets

Discussion

Group Work

Presentations

Research Notes

Video Performance

Summative

Multiple Choice

Short Answer Extended

Constructed Response





Online Activity

Drafts

Peer Reviews

Debates

Essay

Web Page Ads

Summative

On-demand

Vocabulary Test

G.U.M. Test

Published Argumentation




Resources Needed

http://www.education.ky.gov/NR/rdonlyres/B1A6C18E-B22A-42FF-9F3A-54FA5A300D62/0/KentuckyLiteracyLinkSeptember2011.pdf

KCAS Appendix A, B, & C


Resources Needed

http://curriculum.org/storage/30/1295412986/scored_discussion.pdf

YouTube.com

Graphic Organizers


Resources Needed




Variety of brand and generic products

Resources Needed

ReadWriteThink – Argument Charts




Resources Needed




Variety of

Resources Needed


http://www.heinemann.com/shared/onlineresources/E01396/introAndChapter1.pdf

KCAS Appendix A, B, & C

http://www.teachers




















http://www.teachersdomain.org/browse/?fq_hierarchy=k12.la.ws


Powerpoint of key terms

Variety of advertisements

Variety of photos






Recorded Commercials

KCAS Appendices

Student samples

ReadWriteThink

(hidden labels)

Post-it note pads

Chart paper

Lesson Plans

KCAS Appendices

Student samples

ReadWriteThink

Graphic Organizers

Broadcasting equipment (microphone, voice recorder, camcorder)

Poster board and markers

Variety of magazines and newspapers

newspapers and magazines

ReadWriteThink

KCAS Appendices

Lesson Plans

domain.org/browse/?fq_hierarchy=k12.la.ws






Suggested Independent Readings: Maniac Magee, The Glory Field, Freak the Mighty, Max the Mighty, The Cay

Weeks 25 - 30

Unit 5 Topic: Science, History, or Fiction? Genre Relation to the Real World

REMINDER: POETRY SECTION WILL NOW FOLLOW THIS UNIT



RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.








RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the












text. I can provide an objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).



RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.



RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.







I can distinguish between the author’s point of view and those of others mentioned or implied in the text. I can contrast how the author distinguishes his/her position from that of others.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).










W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


I can determine relevant and irrelevant information from sources to answer a question.

I can formulate focused questions from sources of information for further research and investigation.

I can conduct steps for research to answer a question.

I can generate additional related, focused questions for further research and investigation.

I can apply several sources to conduct short research projects that answer a question and generate additional questions for further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

I can assess the credibility and accuracy of sources.


W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (b): Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).


I can analyze key ideas and details in a text as evidence for support understanding of text.


I can draw upon key ideas and details as support for research.



Identify Sub-Topics Nonfiction

Informational Text

Identify Sub-Topics

Science Fiction Genre Quest

Identify Sub-Topics

Textual Evidence Titanic Mini Unit

Identify Sub-Topics

Historical Evidence WWII Unit

Identify Sub-Topics Research

WWII Unit

Identify Sub-Topics

Investigation WWII Unit

G.U.M. Review: Context Clues for Vocabulary Meaning

G.U.M. Review: Simple Sentences

G.U.M. Review: Compound Sentences

G.U.M. Review: Complex Sentences

G.U.M. Review: Compound-Complex Sentences

G.U.M. Review: Greek & Latin Affixes / Roots (for word meaning)

I CAN STATEMENTS:


I CAN STATEMENTS:

I can recognize that authors present information differently

I CAN STATEMENTS:


I CAN STATEMENTS:


I CAN STATEMENTS:


I CAN STATEMENTS: I can conduct steps for research to answer a question.

I can formulate inferences (guesses based on reading) from textual evidence (word for word support). I can cite resources that support analysis of a text. I can analyze several pieces of text to determine what it explicitly says.


I can provide an objective summary of the text.

based on their point of view.




I can identify key

information from two or more texts by different authors that emphasizes different evidence or different interpretations of facts. I can analyze how the authors of two or more texts shape their ideas by emphasizing different evidence or different interpretations of facts.








I can analyze key ideas and details in a text as evidence for support understanding of text. I can draw upon key ideas and details as support for research.


I can analyze the interactions between individuals, events, and ideas in a text. I can discuss how ideas influence events or how individuals influence ideas or events.

I can assess the credibility and accuracy of sources. I can determine relevant and irrelevant information from sources to answer a question. I can formulate focused questions from sources of information for further research and investigation. I can determine the meanings of words and phrases (including figurative, connotative, technical) as they are used in a text. I can analyze how meaning and tone are impacted by specific word choices.

I can generate additional related, focused questions for further research and investigation. I can apply several sources to conduct short research projects that answer a question and generate additional questions for further research and investigation.



Critical Vocabulary Teleplay Episode

Web Article Technological Article

Critical Vocabulary Science Fiction Foreshadowing

Inferential Reading Strategic Reading

Critical Vocabulary Primary Source

Secondary Source Analytical Reading Tabloid Newspaper

Critical Vocabulary Dialogue Diction

Documentary Screenplay

Critical Vocabulary Preview

Audio Recording Reflection

Speech Delivery

Critical Vocabulary Artifact Voice

Publish Prior Knowledge

Technical Language Caption

Footnote Feature Article/Story

Editorial Video Clip

Informational Passage Direct Quotation

Supernatural Tale Mystery Fantasy Legend

Headline Eyewitness Account

Podcast Electronic Flyer

News Broadcast News Bulletin

Newsletter Problem-Solution

Cause-Effect Similarities/Differences

Compare/Contrast Film Clip

Link WebQuest Portrayal

Theatrical Trailer Chronology

Background Knowledge Interview

Text Features Structure Symbols Timeline

Inconsistency Media/Medium

Documents Reproductions News Clippings Visual History

Factual Evidence Movie Scene

Digital Resource Non-print Resource

Outline Reasoned Judgment

Account


Use a mini lesson for review of reading nonfiction

Read a web article “The History of Chocolate” then read an online article about the same topic and compare http://healthland.time.com/2012/02/14/got-a-health-complaint-there-may-be-a-chocolate-for-that/

Read the article “Face-to-Face with Twins” then watch the video clip about the same topic and compare http://well.blogs.nytimes.com/2011/03/31/toddler-twins-secret-language-or-babble/

Read two informational passages about the same topic. Quick Write - Analyze how different texts make


Watch Literature in Performance “Dark They Were, And Golden-Eyed” (The Long Years) to re-examine science fiction and discuss foreshadowing.

Introduce several texts focusing on unsolved mysteries, legends, secrets, and scientific discoveries:

(1) Monsters in the Night by Scholastic

(2) Unsolved Mysteries, Cryptids & Other Creepy Creatures by Scholastic

(3) National Geographic Kids, Mummies

(4) Real Life Monsters by Canopy Books


Create questions for close analytical reading.

Show a picture of the Grand Staircase and discuss the Titanic disaster for background knowledge and give a preview of a book related to the topic (e.g., Voyage on the Great Titanic from Dear America series)

Read “from Exploring the Titanic” by Robert Ballard and discuss informational texts

Read the newspaper article “The Lives of La Belle” by Byran Woolley and compare perspectives.

Discuss the


Read aloud Mighty Jackie, The Strike-Out Queen and distribute various articles:

http://www.baseball-almanac.com/articles/aubrecht8.shtml

http://www.state.lib.la.us/empowerlibrary/MIGHTY%20JACKIE.pdf

http://www.appalachianhistory.net/2011/03/chattanooga-woman-strikes-out-babe-ruth.html

http://www.jeanpatrick.com/jackielife.htm

http://www.exploratorium.edu/baseball/mitchell.html

http://teacherlink.ed.usu.edu/tlresources/units/champions/JackieMitchell.pdf

http://voices.yahoo.com/jackie-mitchell-striking-out-ruth-


Preview the book I Survived the Bombing of Pearl Harbor, 1941 and share photos then have students research information about Pearl Harbor

Listen to the audio recording of Under the Blood Red Sun by Graham Salisbury and have students keep a reflective journal

Listen to Winston Churchill’s speech “Blood, Toil, Tears and Sweat” and discuss how he addresses his audience to have them accept his views on war

Listen to the speech


Give a preview of books allowing students to investigate (e.g., The Girl Who Survived, a true story of the Holocaust by Scholastic; Hitler Youth, Growing Up in Hitler’s Shadow by Susan Campbell Bartoletti; Survivors Tell Their Stories by Angela Gluck Wood, DK Publishing; Terezin Voices from the Holocaust by Ruth Thomson, Scholastic) to activate prior knowledge.

Use the Teaching Tolerance (free kits) http://www.tolerance.org/teaching-kits series on the Holocaust, Anne Frank information, survivors stories, documents and

http://healthland.time.com/2012/02/14/got-a-health-complaint-there-may-be-a-chocolate-for-that/





http://well.blogs.nytimes.com/2011/03/31/toddler-twins-secret-language-or-babble/
























http://voices.yahoo.com/jackie-mitchell-striking-out-ruth-gehrig-100614.html



http://www.tolerance.org/teaching-kits

http://www.tolerance.org/teaching-kits

connections or distinctions among individuals, ideas, or events. Explain findings and cite at least two examples from each text to illustrate how their topics are similar and different (use a mixture of paraphrasing and direct quotations) http://www.izzit.org/ and http://www.time.com/time/

Participate in current event blogs http://learning.blogs.nytimes.com/category/language-arts/

Discuss organizational structures and use analytic graphic organizers to help students analyze structure and organization of texts.

Use a double-entry response strategy to compare and contrast how the presentation of the same information is different depending on the media used. Have students read an article “Are Tanning Beds Safe for Teens” and discuss the information shared about teens and tanning beds. Watch the YouTube video “Letter to Sixteen-Year-Old-Me” and analyze both using

(5) You Can’t Scare Me! A Guide to the Strange and Supernatural by Scholastic

(6) True Ghost Stories, Haunted Kids by Bruce Nash and Allan Zallo

(7) Weird U.S. series by Mark Scewman and Mark Moran (Weird Kentucky by Jeffrey Scott Holland, Weird Ohio by James A. Willis, Andrew Henderson, and Loren Coleman) – local legends and secrets

(8) Mothman the Facts Behind the Legend by Donnie Sergent, Jr. and Jeff Wansley (eyewitness accounts, and news clippings) Have student groups explore the texts’ information and research topics of interest for types of evidence used.

Use the “Inferential Reading” strategy to teach students to read inferentially and

differences between “primary” and “secondary” sources.

Have students complete QAR charts.

Use passenger ID cards to have students generate questions to research who they are and the outcome for that life. Have them make notecards and report findings to the class.

Use “Write-Arounds” activity to analyze a specific event using different perspectives of the characters. Students should base their answers on evidence from the text http://www.aea267.k12.ia.us/literacyexcellence/files/AEA267WriteAround.pdf

Have students read online articles about the same topic First-Map-of-Entire-Titanic-Wreck-Site-Sheds-New-Light-on-Disaster (recent article from History.com) http://www.history.com/news/first-map-of-entire-titanic-

gehrig-100614.html

http://gourdmusic.blogspot.com/2008/04/jackie-mitchell.html

http://www.bellaonline.com/articles/art23004.asp

http://www.engelfoundation.com/in-the-news/2011/05/the-jackie-mitchell-story-by-andy-page/

http://sportsillustrated.cnn.com/vault/article/magazine/MAG1067174/index.htm

http://chattmag.com/www/docs/160.1019 Ask student groups to determine what facts were used in the story and what important information was left out.

Open discussion about why women were asked to play baseball during WWII

Activate prior knowledge using “Anticipation Guide” strategy.

Give previews of novels relating to WWII and discuss for background knowledge (e.g., Farewell to

“Declaration of War on Japan” and have students compare the two perspectives and delivery methods using a T-chart (message, diction, techniques similar and different)

Use True Stories of D-Day, True Stories of the Japanese American Incarceation, or Six Million Paperclips (documentary video) to build background knowledge and open discussion

Use So Far from the Sea by Eve Bunting (Sandpiper books) to discuss Japanese relocation camps, Manzanar, author’s use of black and white/color, significance of the boy scout uniform for symbolism, etc.

Have students locate areas on a map.

Use a variety of informational books to have students create a timeline

artifact reproductions (newspaper clippings, etc.)

Have students compare and contrast two views of the Holocaust from different authors (noting similarities and differences between the two accounts in a Venn diagram).

For a visual history, use the book and DVD clips from Holocaust, The Events and Their Impact on Real People. Have students use graphic organizers (such as QAR) to record thinking, questions, and responses.

Read article about hiding during war and discuss the author’s use of factual evidence http://news.nationalgeographic.com/news/2004/05/0527_040527_grottosurvivors.html

Have students research to find survivor stories

http://www.izzit.org/

http://www.time.com/time/

http://www.time.com/time/

http://learning.blogs.nytimes.com/category/language-arts/



http://www.aea267.k12.ia.us/literacyexcellence/files/AEA267WriteAround.pdf




http://www.history.com/news/first-map-of-entire-titanic-wreck-site-sheds-new-light-on-disaster



















http://chattmag.com/www/docs/160.1019

http://chattmag.com/www/docs/160.1019

http://news.nationalgeographic.com/news/2004/05/0527_040527_grottosurvivors.html





the criteria of effective writing. Students should record their thinking in a notebook and develop an article presenting a logical explanation of regulations on tanning beds for the school online newsletter to parents or peers.

Use a science fiction novel, video, or audio book to discuss the unique nature of this genre and how it’s similar and different from other novels read (e.g., A Wrinkle in Time, Journey to the Center of the Earth, The Invisible Man, The War of the Worlds). What elements of the story classify it as science fiction? How is the setting futuristic? What is unusual about the characters’ circumstances? What is the primary theme of the novel (i.e., good vs. evil)? How can you begin to generalize about the genre of science fiction from reading the novel? Have students locate relevant information from the text.

While pair reading a novel (e.g., A Wrinkle in Time) have students take notes about the role of the space/time continuum as an integral part of the novel. How does this continuum contribute to the fantastic nature of the book? Meg’s mother

strategically.

Read the article about “Invisibility” and discuss how author’s use scientific discoveries to write fiction http://people.ee.duke.edu/~drsmith/cloaking.html

Watch YouTube video and discuss how science fiction of the past is now science fact http://www.youtube.com/watch?v=lMPfpFskdkc (note: can also relate to Planet of the Apes)

Read about the history of science fiction.

Student Choice: (1) In today’s world,

science fiction has become reality as robots can now do many tasks that were formerly performed only by humans. Robots do important jobs in businesses, the armed services, and hospitals throughout the world. If you had an opportunity to build a robot to help make the world a better place, what would its job be and how would you best describe it? In a

wreck-site-sheds-new-light-on-disaster Titanic-auction-as-100th-anniversary-nears article http://www.freep.com/article/20120228/NEWS07/202280376/Interest-builds-around-Titanic-auction-as-100th-anniversary-nears

Did the Moon Help Sink the Titanic? (article) http://www.time.com/time/health/article/0,8599,2108424,00.html

The Titanic: Live-Tweeted to Mark 100 Year Anniversary (article with additional links) http://thenextweb.com/twitter/2012/03/10/the-story-of-the-titanic-is-being-live-tweeted-in-the-build-up-to-its-100-year-anniversary/

Have students complete a WebQuest on the Titanic http://teacherweb.com/CA/SanDiegoStateUniversity/TitanicWebQuest/index.html

Assign small groups a section from Voices from the Disaster or Titanic Young Survivors to read,

Manzanar, The Book Thief, Daniel’s Story, Milkweed, A Pocket Full of Seeds, Night, Ghost Soldiers, When Hitler Stole Pink Rabbit)

Watch theatrical trailer “I Am David” and YouTube video segments for “The Devil’s Arithmetic” (9 parts – show by parts) or The Boy In Striped Pajamas to establish theme and compare media versions of texts.

Have students share family connections to the war – ask them to interview grandparents or others for additional information to share with the class.

Watch the video of The Diary of Anne Frank or Anne Frank: The Diary of a Young Girl and have students write reflective responses

Open discussion about the Military Draft – have student groups use a round table discussion and research, recording

and keep a question journal to guide research:

(1) Voices from World War II (stories from the front line) by Edge books

(2) World War II, Fighting for Freedom 1939- 1945 (the story of the conflict that changed the world) by Peter Crisp, Scholastic – photos, facts, maps, & quotes

(3) World War II – Ten Greatest Heroes from America at War series by Q2AMedia (facts & photos)

(4) World War II Facts & Photos (with CD) by John Perritano from America at War series, Scholastic

Have students take notes, generate questions for research, and share information with the class.

located in Kentucky

Use “You’re the Director” worksheet to have students create a new movie scene or outline a scene from an existing movie.

Analyze various accounts of World War II events from a variety of print and digital resources. Have students identify and distinguish among the facts, opinions, and reasoned judgments presented by different people. Tell them to include an analysis of the interactions among individuals, events, and ideas, drawing on various accounts from different authors.

After reading several print sources and viewing non-print connections to the Holocaust, evaluate the advantages and disadvantages of using different mediums to present this topic. Identify conflicting information presented by the sources that were read or viewed. Develop an essay detailing how the presentation of material, including

http://people.ee.duke.edu/~drsmith/cloaking.html



http://www.youtube.com/watch?v=lMPfpFskdkc





http://www.freep.com/article/20120228/NEWS07/202280376/Interest-builds-around-Titanic-auction-as-100th-anniversary-nears






http://www.time.com/time/health/article/0,8599,2108424,00.html



http://thenextweb.com/twitter/2012/03/10/the-story-of-the-titanic-is-being-live-tweeted-in-the-build-up-to-its-100-year-anniversary/






http://teacherweb.com/CA/SanDiegoStateUniversity/TitanicWebQuest/index.html




states, “Just because we don’t understand doesn’t mean an explanation doesn’t exist.” How does this relate not only to the content of the book, but also to the scientific principles contained within? Tell students to be prepared to defend by citing specific information from the text.

While pair reading a novel (e.g., The War of the Worlds) have students take notes. Why doesn’t H.G. Wells give a name to his protagonist? What is the significance of his anonymity? How does it add to the effectiveness of the story?

After listening to the original 1938 radio broadcast of War of the Worlds, discuss the questions: Why did (or did not) the radio play hold your attention? Which techniques were effective in making the audio “come alive”? Were you invested in what happened to any of the characters (why or why not)? Does this remind you of any similar story you have heard? Have students follow up by researching public reaction to the radio broadcast on the night before Halloween, 1938. What effect did the program have on listeners who tuned in

well-developed essay, describe the robot you would design and the jobs it would perform.

(2) Imagine you are a news reporter and what if you woke up one morning to find a spaceship has landed on your lawn. Write a feature news article headlining the experience. Describe the scene and give details to an uninformed reader explaining the situation.

Use Dr. Jekyll and Mr. Hide – A Kaplan SAT Score-Raising Classic by Robert Louis Stevenson (using SAT vocabulary study words in connection to science fiction)

Listen-Read-Watch 15 Minute Activity: 3:15 Season One, Things That Go Bump in the Night by Patrick Carman, Scholastic [315stories.com]

Watch Monster Quest (History Channel DVDs) and have students research to write/perform their own quest.

Author study of Edgar Allan Poe and his Eight Tales of Terror focusing on style, tone, and achieving the purpose of a horror story. Can you identify any connections to science fiction? How does he make topics, such as

annotate, and share their findings with the class

Watch the film clip “A Night to Remember” from Literature in Performance video and have students compare/contrast text to the video version. Discuss portrayal and purpose.

Have students create a timeline for the disaster

Have student groups create “The Southampton Gazette” newsletter about the disaster

Watch Discovery video “Finding the Titanic”

Conduct an experiment using a cooler of ice water (same temperature as the water during the Titanic disaster), discuss and have students write reflections

Have students write an essay addressing the question “Why was the sinking of the Titanic such a

thoughts to share with the class.

Have student groups listen to recordings from Number the Stars and The Boy in Striped Pajamas, then discuss commonalities or relationships between events (including the historical connections).

other media impacts the reader or audience experience. Cite textual evidence from both texts to support answers.

Create a “Tagxedo”

Have students create a final project (visual display or multi-media) including facts, photos, artifact reproductions, family connections, etc. (with cited sources)

To elicit additional individual research, share the picture book The Wall, Growing Up Behind the Iron Curtain by Peter Sis. Explain that it ends WWII and begins the Cold War of Communism.

late? What would make the broadcast sound believable?

Have students conduct research to find scientific and technological articles relating to the story for comparison of information used and to trace the logic of the storyline, focusing on the believability of the story.

Discuss teleplays and read “The Monsters Are Due on Maple Street” and have student groups identify the author’s purpose. Then watch the YouTube episode for comparison http://www.youtube.com/watch?v=gtODEALQN3Y&feature=related

At the beginning of the teleplay, Maple Street seems like the perfect place to raise a family. Neighbors help neighbors and children are friendly and accepting of others. Soon, however, the atmosphere begins to change as fear and prejudice begin to emerge. Think about what might happen if the aliens’ plan was set in motion in your neighborhood. Write a journal response reflecting on what you would do. Create a written plan of action to share with the class. Describe how this type of hysteria affects people.

After reading “The

ghosts trapped between worlds, believable? What unusual circumstances evolve in his stories?

Author study of Ray Bradbury and then create electronic flyers of his work http://www.readwritethink.org/classroom-resources/calendar-activities/science-fiction-author-bradbury-20671.html

Have students listen to a text message podcast (Episode 2 – Teen Time Travel) then listen to another with a different vision (better or worse) of what life in the future may be like. Ask students to use a Venn diagram to compare the two visions http://www.readwritethink.org/parent-afterschool-resources/podcast-episodes/teen-time-travel-30340.html

Use the “Hero’s Journey Interactive Tool” to describe how Luke Skywalker meets each stage of his journey in Star Wars and discuss other works that use the same formula (e.g., The Lord of the Rings) http://www.readwritethink.org/classroom-resources/calendar-activities/star-wars-creator-george-20503.html

Discuss common

memorable event?”

http://www.youtube.com/watch?v=gtODEALQN3Y&feature=related



http://www.readwritethink.org/classroom-resources/calendar-activities/science-fiction-author-bradbury-20671.html






http://www.readwritethink.org/parent-afterschool-resources/podcast-episodes/teen-time-travel-30340.html






http://www.readwritethink.org/classroom-resources/calendar-activities/star-wars-creator-george-20503.html






Monsters Are Due on Maple Street” have students write an essay comparing and contrasting television of the “Golden Age” decades (1950’s and early 1960’s) where sitcoms like Leave it to Beaver, The Andy Griffith Show, and The Brady Bunch depicted idealistic family life in pleasant settings with gentle themes of good times and simple lessons learned to current television programming. Cite examples to support responses.

themes for science fiction (time travel, alternate histories or societies, body and mind alterations); common settings (in the future, alternate timelines, in outer space); and connections to or from fantasy.


Quick Write

Graphic Organizers

Discussion

Questioning

Learning Logs

Summarizing

Exit Slips

Essay

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Think Alouds

Shared Readings

Interactive Read Alouds

Group Work

Checklists

Performance Task

Summative

Multiple Choice

Short Answer






Demonstrations

Reflections

WebQuest

Response Cards

Hands-on Activity

Essay

Summative

Multiple Choice

Short Answer






Anticipation Guide

Generated Questions

Student Inquiry

Note-taking

Interviews

Reader’s Notebook

Summative

Multiple Choice

Short Answer


Common (PLC Teams




QAR Chart

Journals

Think-Pair-Share

Discussion

Timelines

Essay

Research Notes

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Prewriting

Peer Reviews

Feedback Forms

Graphic Organizers

Research Project

Outline

Project Presentation

Summative On-demand

Vocabulary Test

G.U.M. Test

Published Informational

Common (PLC Teams will design the common

assessments, i.e., grade level, and/or d epts.)

Resources Needed Resources Needed Resources Needed Resources Needed Resources Needed Resources Needed


Teaching Students to Read Nonfiction by Scholastic Teaching Strategies

Texts and Lessons with 75 Articles by Heinemann Press

http://www.readwritethink.org/classroom-resources/lesson-plans/using-thieves-preview-nonfiction-112.html

http://mainecontentliteracyproject.org/strategies/Analytic%20Graphic%20Organizers%20description.pdf


http://www.ereadingworksheets.com/text-structure/text-structure-activities/

http://www.kellygallagher.org/resources/articles.html

http://www.readwritethink.org/classroom-resources/lesson-plans/finding-science-behind-science-927.html

http://tweentribute.com

http://www.humanesociety.org/news/magazines/kind_news

Marzano’s

McDougal Literature (p.415-429, 478-491)


http://365tomorrows.com/

http://www.life123.com/arts-culture/cinema/science-fiction/history-of-science-fiction.shtml

Variety of science fiction materials

Video recording equipment




http://www.achievethecore.org/


Titanic, Voices from the Disaster book by Scholastic

Ten True Tales, Titanic Young Survivors by Scholastic

Titanic, The Tragedy that Shook the World by Time Life Books

Titanic Disaster at Sea by Scholastic

Building Titanic IPad App (itunes)

Material for experiment (ice)

http://www.historyonthenet.com

http://nrhs.nred.org/www/nred_nrhs/site/hosting/Literacy%20Website/Literacy%20Strategy%20Templates/Group_Summarizing_description.pdf




http://www.historyplace.com/speeches/previous.htm

ReadWriteThink.org


http://www.readwritethink.org/classroom-resources/printouts/anticipation-guide-30578.html

http://www.altapedia.com/

Variety of World War II informational texts




Novel recordings with historical connections

http://www.readwritethink.org/files/resources/lesson_images/lesson416/HolocaustOnlineInquiry.html


http://www.adl.org/children_holocaust/children_main1.asp





http://www.tagxedo.com/app.html

ReadWriteThink.org

http://www.readwritethink.org/classroom-resources/lesson-plans/investigating-holocaust-collaborative-inquiry-416.html






























http://tweentribute.com/















http://www.historyonthenet.com/

http://www.historyonthenet.com/







































Weeks 31 - 36

Unit 6 Topic: Show What You Know



RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can identify and comprehend independently in literary text the key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity.

RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can identify and comprehend independently in literary nonfiction (informational texts) the key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity.

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I can make meaning and use accurately the words and phrases important to the comprehension of academic and domain-specific words.

I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression.

I can select appropriate resources to aid in gathering vocabulary knowledge.

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can write for various audiences, purposes, and tasks for a shortened time frame (a single setting or a day or two).

I can write for various audiences, purposes, and tasks within an extended time frame (time for research, reflection and revision).



Vocabulary Instruction That Works



Suggested Independent Readings: The Hunger Games, The Witch of Blackbird Pond, My Brother Sam Is Dead, The Dark Is Rising, American Dragons

Identify Sub-Topics

Literature Review Skills Practice

Identify Sub-Topics

Informational Texts Review

Skills Practice

Identify Sub-Topics

Vocabulary Review Skills Practice

Identify Sub-Topics

Conventions Review Skills Practice

Identify Sub-Topics

Argumentation Review Reflection & Evaluation

Identify Sub-Topics

Writing Folder Review Goals

G.U.M. Review: Figurative Language Literal Language (Abstract/Concrete)

G.U.M. Review: Figures of Speech Allusions – Mythological, Literary, Biblical

G.U.M. Review: Context Clues Reference Materials Greek and Latin Affixes and Roots Word Relationships and Nuances in Meaning

G.U.M. Review: Simple, Compound, Complex, and Compound-Complex Sentences Function of Phrases and Clauses

G.U.M. Review: Commas to Separate Coordinate Adjectives Capitalization Punctuation Misplaced and Dangling Modifiers

G.U.M. Review: Precise and Concise Language Eliminating Wordiness and Redundancy Spelling Rules

I CAN STATEMENTS:

I can identify and comprehend independently in literary text the key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity.

I CAN STATEMENTS: I can identify and comprehend independently in literary nonfiction (informational texts) the key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity.

I CAN STATEMENTS:

I can make meaning and use accurately the words and phrases important to the comprehension of academic and domain-specific words. I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression. I can select appropriate resources to aid in gathering vocabulary knowledge.

I CAN STATEMENTS:

I can make meaning and use accurately the words and phrases important to the comprehension of academic and domain-specific words. I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression. I can select appropriate resources to aid in gathering vocabulary knowledge.

I CAN STATEMENTS:

I can identify and comprehend independently in literary nonfiction (argumentative texts) the key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity.

I CAN STATEMENTS:

I can write for various audiences, purposes, and tasks for a shortened time frame (a single setting or a day or two). I can write for various audiences, purposes, and tasks within an extended time frame (time for research, reflection and revision).

Critical Vocabulary Genre

Perspective Resolution Soliloquy Interpret

Critical Vocabulary Precise Concise

Compare/Contrast Domain-specific

Biographical Article

Critical Vocabulary Context Clues Homophones

Homonym Greek/Latin Affix & Root

Analogy

Critical Vocabulary Sentence Combining

Phrase/Clause Portray

Portrayal Diverse

Critical Vocabulary Trace

Evaluate Argumentation

Constructed Response Character Sketch

Critical Vocabulary Distinguish Delineate

On-demand Passage-based Self-correction

Interpretation

Narrative Nonfiction

Quotes Summarizing

Reference Source

Excerpts Embed

Noteworthy


After reading and discussing, “A Day’s Wait” by Ernest Hemingway, have students write an essay in response to Q – How does the author use misunderstanding to advance the plot of this story? Tell students to cite specific details from the story as support.

After reading and discussing “Zebra” by Chaim Potok, have students respond to the Q – What makes Adam a memorable character? Tell students to think about the techniques the author uses to develop this character. Tell students to write a literary analysis describing how the author’s use of characterization conveys the theme of the story, citing relevant evidence


After reading and

discussing “Aerobic Exercise for Teenagers”, have students write an objective summary of the article. Tell students to include the central idea and key points without adding opinion or feelings – choose language that expresses ideas precisely and concisely including domain-specific words.

After reading and discussing “Didrikson was a Woman Ahead of Her Time”, have students write an essay explaining how the author organized information for this biographical article. Tell students to include how the individual parts of the text contribute to the overall development of ideas and to the author’s purpose (citing specific details from the text to support their


Review using context clues (overall meaning and word’s position or function) and reference materials (pronunciation, precise meaning, and part of speech) to learn unknown words and phrases.

Review Greek and Latin Affixes and Roots to learn the meaning of unknown words and phrases.

Review homophones, analogies, and connotative /denotative word relationships for understanding meaning.

Use a “Triple Entry Journal” for vocabulary words.

Monitor comprehension with questioning techniques.

Use Semantic Features Analysis (e.g., A plus and


Continue to use “Close Analytic Reading” strategy of excerpts from complex texts (e.g., The Adventures of Tom Sawyer; Romeo and Juliet; Farewell to Manzanar; A Midsummer Night’s Dream; Unbroken) focusing on Tier Two Vocabulary http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

Have students practice finding and paraphrasing key information in a text to support answers.

Remind students that extended responses require more details than short constructed responses – sentence or two to capture the answer (show examples).

Examine how authors use


Have students use the Teacher Domain and Webenglishteachersites to read examples of the three types of writing completing a RAFT sheet then compare these to their own writings http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

Review research, explanatory, and essay writing.

Use the “As I See It” strategy to to get students to express their knowledge and opinions before reading an argumentative text and after reading to discuss what they have learned


Review and practice stand alone on-demand writing tasks.

Review and practice passage based on-demand writing tasks.

Have students review their writing folders and use the school’s checklist form for self-evaluation and completeness.

Use the “Peer Edit with Perfection” handout for conferencing http://www.readwritethink.org/professional-development/strategy-guides/peer-review-30145.html

Conference with students about selecting writing pieces that showcase their skills.

Have students reflect on their

http://www.achievethecore.org/steal-these-tools/close-reading-exemplars


















from the text to support the analysis.

After reading and discussing, “The War of the Wall” by Toni Cade Bambara, use “Write Arounds” strategy to have students think about the theme of the story and respond to Q – If the theme of the story is People are not always what you think they are, how might this theme be affected if the story were told from the painter’s point of view? Tell students to cite specific details from the text to support their response and have groups share aloud.

Create a “tagxedo”

Read and discuss the poem from “Song of Myself” by Walt Whitman. Then listen to the audio story and show the mural. Have students complete a QAR Chart then debate the importance of mural art and policy ordinances (citing evidence to support their

response).

Read magazine article “Offering at the Wall” by Don Moser then use a Venn diagram to compare the article to the short story “War of the Wall” (read last week).

Read narrative non-fiction “The Night the Bed Fell” by James Thurber. Have students create a cause and effect chain of events chart using textual evidence. Then read the online article “Laughter is the Best Medicine: The Health Benefits of Humor” and have students compare the two texts.

Ask questions about structural and organizational strategies for informational texts (using examples read in class).

Use “Inferential Reading” strategy http://www.adlit.org/strategies/23355/ to teach students to read strategically.

minus matrix) asking students to related certain vocabulary words to key features of a text.

Review text structure in informational text http://www.ereadingworksheets.com/text-structure/text-structure-activities/

Use “Write Alouds” strategy to model teacher thinking about how to quote or paraphrase informational text http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html

Use “Close Analytic Reading” strategy of excerpts from complex texts (e.g., The Adventures of Tom Sawyer; Romeo and Juliet; Farewell to Manzanar; A Midsummer Night’s Dream; Unbroken) http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

Review elements of drama.

intentional language, structure, and form to address their diverse audiences and convey meaning.

Review that some non-fiction forms incorporate narrative structure to “tell” the information (e.g., “Dirk the Protector” from My Life in Dog Years by Gary Paulsen).

Use text-dependent questions to analyze structures, theme, and points of view in literary and informational passages.

Have students respond to text dependent questions (citing evidence) through contextual clues embedded in the text.

Review multiple choice strategies and questions.

about their opinions and knowledge based on evidence from the text http://stemresources.com/static/tools/Assessments/Formative/AsISeeIt/index.html

Have students use their literacy notebooks to respond to questions about texts while playing a review game.

Have students prepare short book talks or brief presentations about their independent reading experiences.

Personal response to a book can include reactions to events, characters, symbols, themes, questions about situations, or some aspect which interests you or has meaning to you. A personal response is not a plot summary, character sketch, or explanation of a literary element. Can you personally relate to any events in a

strengths and weakness then set goals for next year.

Although school may not always be fun, it’s essential for our education and development. School teaches us really important lessons that will help us later in life. What is the most important thing you have learned in school so far? Write an essay in which you discuss one thing school has taught you and its importance to your life and your future. Use specific examples and details to support your response.






















arguments).

Use “Save the Last Word” strategy to engage students in discussion that analyzes how a particular sentence or paragraph contributes to the overall ideas in a text http://www.facinghistory.org/resources/strategies/save-last-word-me

book you have read this year? Does an event or character stand out as noteworthy? In a letter to your teacher, write a personal response to a book you have read. Quote passages from the work to support your response.


Literacy Notebooks

Double Entry Response

QAR Chart

Before and After with Evidence Handouts

Class Discussion

Group Work

Literary Analysis

Debates

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Literacy Notebooks

Venn Diagram

Class Discussion

Questioning

Summaries

Essay

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Weekly Reflection Handouts

Vocabulary Journals

Literacy Notebooks

Class Discussion

Questioning

Matrix Charts

Summative

Multiple Choice

Short Answer






Literature Circles

Questioning

Discussion

Journals

Quick Writes

Summative

Multiple Choice

Short Answer


Common (PLC Teams




RAFT Sheets

Class Discussion

Questioning

Peer Reviews

Summative

Multiple Choice

Short Answer


Common (PLC Teams




Reflecting on Growth Handouts

Conference Forms

Drafts

Literacy Notebooks

Summative

On-demand

Vocabulary Test

G.U.M. Test

Writing Folders







Resources Needed

McDougal Literature (p. S19-S23; p. 46-64; p. 109-120)

Radio Recording & Mural: http://www.scpr.org/programs/airtalk/2011/12/12/21725/los-angeles-murals

Seven Strategies of Assessment for Learning pg. 250 (Jan Chappuis)

Speak Out! Debate and Public Speaking in the Middle Grades by John Meaney and Kate Shuster

Double Entry Journal Template http://www.adlit.org/pdfs/strategy-library/doubleentryjournal.pdf

QAR Chart http://www.readingquest.org/strat/qar.html

Write Arounds http://www.aea267.k12.ia.us/literacyexcellence/files/AEA267WriteAround.pdf


Resources Needed

McDougal Literature (p. 65-67; 399-402)

Article: http://teens.webmd.com/aerobic-exercise-for-teens

Biographical Article: http://espn.go.com/sportscentury/features/00014147.html

Article: http://www.helpguide.org/life/humor_laughter_health.htm

Graphic Organizer templates

Resources Needed McDougal Literature (p.

R2-3) Reading for Different Purposes; (p. R18-23) Functional Reading; (p. 219-222, 549-552) Text Organizers; (p. R6-11) Patterns of Organization; (p. R120-127) Text Features; (p. R128-137) Text Structures

Marzano’s Vocabulary Instruction that Works and Building Academic Vocabulary

KCAS Tiers of Vocabulary defined (Appendix A)

Greek/Latin Affixes and Roots http://wordinfo.info/


Achievethecore.org: Free Guide to Creating Questions for Close Analytic Reading (Resources from Student Achievement Partners “Steal These Tools”)

Triple Entry Journal http://crmsliteracy.wikispaces.com/Triple+Entry+Journals

Resources Needed McDougal Literature

(p. R12-17) Critical Reading Persuasion/ Argument; (p. 65-66, R4-5) Reading Information/ Research Questions; (p. 396-397) Summarizing

McDougal Language Network

CIITS

Act I, Scene V (Romeo

and Juliet)

http://shakespeare.mi

t.edu/romeo_juliet/ro

meo_juliet.1.5.html

Scene 5

(Romeo and Juliet)

http://www.youtube.c

om/watch?v=CCOafzK

xfpA

Act III, Scene I

(Romeo and Juliet)

http://shakespeare.mi

t.edu/romeo_juliet/ro

meo_juliet.3.1.html

Part I, Scene 1

(Romeo and Juliet)

http://www.youtube.c

om/watch?v=qQ0kOi6

qqHY

Resources Needed

McDougal Literature (p. R47-R57; 323) Explanatory, Research, and Compare/Contrast Essay Writing

McDougal Language Network

CIITS

Teachers Domain http://www.teachersdomain.org/browse/?fq_hierarchy=k12.la.ws

Webenglishteacher http://www.webenglishteacher.com/argument.html

Resources Needed

McDougal Literature (p. R66-99) Grammar Handbook

Angela Hilterbrand’s On-Demand training materials and prompts.

Student writing folders

Student writing evaluation forms

KDE Literacy Instructional Resources

KCAS Appendix A

KCAS Text Exemplars (Appendix B)

KCAS Student Samples (Appendix C)

http://rubrics4teachers.com/languagearts.php


Suggested Independent Readings: The Great Gilly Hopkins, MC Higgins The Great, Homecoming, Trouble River, My Side of the Mountain

http://www.scpr.org/programs/airtalk/2011/12/12/21725/los-angeles-murals




http://www.adlit.org/pdfs/strategy-library/doubleentryjournal.pdf




http://www.readingquest.org/strat/qar.html









http://teens.webmd.com/aerobic-exercise-for-teens



http://espn.go.com/sportscentury/features/00014147.html



http://www.helpguide.org/life/humor_laughter_health.htm







http://shakespeare.mit.edu/romeo_juliet/romeo_juliet.1.5.html



http://www.youtube.com/watch?v=CCOafzKxfpA






http://www.youtube.com/watch?v=qQ0kOi6qqHY













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